Arizona Arts Standards (Studio, Aesthetics, History, Critique)

1AV-E1, Choose the most appropriate media, techniques, and processes to enhance communication of own ideas and experiences

1AV-E2. PO 1, 2, 3 Demonstrate increasing technical ability and skill to complete visual arts assignments

2AV-E1 Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in their art-works

2AV-E3. Identify and compare the characteristics of artworks that share similar subject matter, historical periods or cultural context

2AV-E4. Describe the role art plays in culture and how it reflects, records and shapes history in various times, places and traditions. 

3AV-E3. Interpret and describe the messages of contemporary and historic artworks in terms of cultural and ethnic influences. 

3AV-E7. Describe ways in which the principles and subject matter of other disciplines in the curriculum are interrelated with visual arts (mathematics, reading)

We are all members of many cultures.  Entering a culture’s art world is a pathway to understanding its culture and its art.  We are influenced by our culture, people, and we influence others – the power of one. 

Goal:  The students will research their own cultural identity, share it with their classmates, symbolize identity, power of one in a self-portrait, using mathematics in grid structure.  They will compare the portraits of Frida Khalo (Mexican) and Chuck Close (American contemporary) for cultural context.  They will research other cultures and reflect upon how and why portraits were or were not created.  Upon completion students will reflect upon cultural and symbolic interpretations, choices, and evaluate their artistic endeavor and understanding.

Objectives: The students will:

1. Practice image replication skill, grid using Skillogram and Mickey Mouse with 90% accuracy and mastery;
2. Grid, analyze, and replicate, their self-portrait on 12 x 18 paper using pencil;
3. Research, interview, collect drawn artifacts, and interpret their cultural identity, symbolize their identity, the identity of one person who has influenced them in their life, and the identity of an individual they have influenced (assimilation).  Share their cultural identity with the class;
4. Research other artists, their cultural identity and different cultures to see if they created portraits, how they created portraits, why, why not. 
5. Practice reading comprehension and voice presentation skills while predicting reading passages from Frida Khalo’s Symbolic Self-Portraits (Art & Man,  March 1991, Vol. 21. No. 5, p. 6-8) (predict passage after reading topic sentence) summarize passage;
6. Present given information about different cultures/portraits selecting: role playing, game host show, interview artist, role play model, invent song/rap/poem, make poster, and any other creative presentation, reflect upon learning.  Test peers on learned knowledge.
7. Compare and contrast self-portraits of Frida Khalo and Chuck Close, identify cultural influences, and historic influences.  Refer to other portraits in classroom gallery; 
8. Select finishing media and color scheme that best expresses personal identity;
9. Reflect upon how research has influenced choice, symbols used, what disciplines are integrated with art, how media expresses personal identity, self-evaluate how student has fulfilled assignment criteria, what changes student might have made, what student has learned.  Present self-portrait to class, describe symbolism.

Art Materials

12 x 18 sulphite drawing paper
H, 2H, HB, 2HB, 3HB, 6HB pencils, sharpener, rulers, work boards if necessary, erasers
chalk, “Q” tips,  pastel, color pencils,
watercolor, paint brushes, bucket, water, paper towels 

Resources:

Scholastics, Art & Man, March, 1991, Vol. 21. No. 5, p.6-8
Art posters, portraits
Handouts
Teacher and ongoing student work samples posted in classroom
Blurb in newsletter letting parents know students will be interviewing, collecting drawn artifacts relating to culture 

Note: teacher will need to take digital photos of each student and modify them on Adobe Photoshop to amplify contrast and sharpness, two copies made for each student, one for gridding, and one for close up reference. (Technology).  Complete student work will be digitally photographed and with parental release exhibited on website and in District Office.  Teacher will also provide copies of resource material and overhead transparencies for student use.  Students may expand research as part of homework.  Internet research can be integrated in lesson. 

Method:

1.       Measure and draw 2” grid  on 12 x 18” paper, measure and draw 1” or ½” grid (depending on photo size) on own photo, in pencil

2.       Create corresponding grid viewfinder (e.g. 1” for 1” grid photograph)

3.       Analyze and replicate outline shape, and hair details first, eyes, nose, mouth, last. 

4.       Interview family members to define cultural identity, walk through home and draw, collect and catalog artifacts, pictures relating to cultural identity, individual who has influenced student, and an individual student has influenced.  Students will share information when presenting finished self-portrait to class.

5.       Research other artists of their culture and different cultures to see if they created portraits, how they created portraits and why, why not. 

6.       Read topic sentence, predict passage, complete reading passage from Frida Khalo, Chuck Close, apply presentation voice.  Compare and contrast cultural context, styles, artist, historic reference of both artists.  How do their cultural symbols compare to students? 

7.       Present given information about different cultures/portraits selecting: role playing, game host show, interview artist, role play model, invent song/rap/poem, make poster, and any other creative presentation, reflect upon learning.  Ask 6 questions based on presentation, call upon peers for answer.

8.       Create a series of thumbnails to map out where the symbols are going to be in relation to the almost complete pencil self-portrait.  Plan media choice, rationalize why media is being selected in relation to expression of culture and identity.  Select color scheme.

9.       Assimilate information, apply symbols to fill the page, break the negative space, add balance, unity, and harmony to the self-portrait.  Student may elect to utilize complete or partial borders.  Symbols and self-portrait may break the borders to create more interesting composition.   Open composition (things go off page), fill page. (Critical analysis)

10.   Reflect, complete self-evaluation form, present self-portrait with symbolic references to class.  Tell them one thing learned about own culture and that of others. 

Bibliography

1. Art & Man, Mexican Art Featuring Frida Khalo, March 1991, Vol. 21, No. 5, p 6-9.
2. Chuck Close Online – Artcyclopedia,
3. Chicago, Judy and Edward Lucie-Smith, Women and Art, Watson-Guptill Publications, New York, 1999. 
4. Cumming, Robert. Great Artists, DK Publishing, Inc., New York, 1998.
5. http://www.artcyclopedia.com/artists/close_chuck.html.
6. Museum of Modern Art – Chuck Close Exhibit http://www.moma.org/exhibitions/1998/close/index.html
7. Getty Art Museum Online http://www.getty.edu/artsednet/resources
8. Finley, Carol. Art of Japan, Learner Publications, Minneapolis, 1998.
9. Freeman, Julian, Art A Crash Court, Watson-Guptill Publications, New York, 1998.
10. Greenberg, Jan and Sandra Jordan, Chuck Close Up Close, D.K. Publishing, Inc, New York, 1998. 
11. Hearn, Maxwell K. Splendors of Imperial China, Metro Museum of Art, New York, 1996. 
12. Marlow, Tom. Schiele, Knickerboker Press, New York, 1999. 
13. Pescio, Claudio. Masters of Art Rembrandt and 17^th Century Holland, Peter Bedrick Books, New York, 1995.
14. Strickland, Carol, The Annotated Mona Lisa, John Boswell Management Inc., 1992.
15. Sturgis, Alexander. Optical Illusions in Art, Sterling Publishing Co., New York, 1996. 
16. Walker, John, Portaits 5,000 Years, Harry N. Abrams, Inc., New York
17. Incredible Art Department:
18. Larry Prescott, Madison MS, Idaho

 Art History Presentation samples

game show on Japanese art during the Edo period.                         

Mona Lisa by student     Mona Lisa was done in 1506
                                    O Napoleon said it was a fix
                                    Napoleon kept it till 1804
                                    And then it was sent out the door 

Louvre was where it was to be kept
It was there until it left
So many came to see
About 1.6 million exactly

Modigliani by songwriter student

This painting is painted by Amedeo Modigliani
 he is not married to Jennifer Capriatti
He was born in Italy
  his mother adored him, hey – that’s not a simile
His dad went bankrupt when he was young
     this is why this song is being sung 

He developed an art style that was a highly original synthesis of
  traditional art and the ideas of the avant-garde
The picture shows a sad lady in a room, leaning on a post
  if I would have guessed that lady was a ghost

The painting has almond eyes, devoted mistress, individual style,
  simplified form and line, expressive pose, and cubist space
When I tell you this I’m not lying
  at 35 years old he was dying

Cheer by student (based on Mona Lisa with Moustache and Beard by Marcel du Champ)

Will the real Mona Lisa please stand up
I repeat, will the real Mona Lisa please stand up

We're gonna have a problem here
You act like you never seen Mona Lisa before
She's grown a lot more
She's got more hair - people start to stare
But Marcel du Champ doesn't care

The painting was a reaction to World War I
and it wasn't much fun
She looks like a man
She's got big hands, and she needs a tan
I repeat, will the real Mona Lisa please stand up.

 Cultural / Artist Research

Name/Period/Table Color: ________________________________________________

Culture: _______________________________________________________

Artist: _________________________________________________________

Time frame of artist: _______________________________________________

1. Describe the artist’s environment:

2. Were portraits painted?  Why, why not:

3. What symbols were used, what did they mean?

My Personal Research Page

Name/Period/Table Color:__________________________________________________

 Things to interview your family:  (Your family maybe a mesh of many cultures)

1. What is my cultural heritage?  I am_____________________________________

2. What one thing is historically important in my culture?

3. What food reflects my culture?

4. I am most proud of my culture because:

5. One characteristic trait my culture is know for:

6. If I had to recreate my cultural flag or cultural shield, it would look like this (include above information)  Turn paper over and invent your cultural flag, or cultural shield.  (50 points)

Walk through the house, look for artifacts and symbols to help you with these:

 1.                  Write and symbolize your cultural identity

2.                  Write and symbolize one person who has influenced you

3.                  Write and symbolize one person you have influenced

Arizona Arts Standards (Aesthetics, History)

2AV-E3. Identify and compare the characteristics of artworks that share similar subject matter, historical periods or cultural context

2AV-E4. Describe the role art plays in culture and how it reflects, records and shapes history in various times, places and traditions. 

3AV-E3. Interpret and describe the messages of contemporary and historic artworks in terms of cultural and ethnic influences. 

 Objective: 

 1.     Assign job:   

o       Task Director – makes sure everyone is involved, staying on task, working positively

o       Secretary – makes sure everyone takes notes, makes sure the information is factual, important, helps plan the poster

o       Social collaborator – makes sure everyone contributes positively

o       Conflict manager – smooths conflicts, is the tie breaker in when group chooses to vote 

2.     Open packet, distribute information, read, take notes, find important information.

 3.     Select presentation format:

a.      TV Game show host/players

b.     Invent rap / song / poem

c.     Interview artist as group

d.     Role play model / artist / presenter

e.      Other creative, inventive way of presenting information

 **Everyone participates, memorize lines, prepare supportive poster

Group and Individual Work Rubric

100 Points (A)

Shared a majority of ideas, worked well, contributed, identified important information, made notes, helped group select presentation format, memorized all his/her parts, presented information clearly, and completed evaluation form honestly, well rated (celebrated) by peers

90 Points (B)

Shared some ideas, worked well, contributed most times, identified most important information, made notes, helped group select presentation format, memorized parts, presented information, completed evaluation form honestly, well rated by peers

80 Points (C)

Had to be reminded to work, had to be given notes to use, some contribution, had to be told what to do all the time, memorized parts, presented information, completed evaluation form, rated by peers 

70 Points (D)

Worked but argued all the time, negative contribution, memorized some parts, participated minimally during presentation, completed evaluation form, negatively rated by peers

Less than 70 points (F)

Did very little, off task, minimal participation, minimal to zero contribution, poorly prepared for presentation, minimal work on evaluation form, dismally rated by peers

Group Evaluation and Self-Evaluation

Name/Period/Table Color:________________________________________

1.     List the names of people who were in your group, then rank their participation:

1 = shared ideas, worked well

2 = helped, did what needed to get done, but did not offer any ideas

3 = had to be reminded to work

4 = worked, but argued all the time

5 = did very little

NAME:_________________________ 1 2 3 4 5 Comments:

NAME:_________________________ 1 2 3 4 5 Comments

NAME:_________________________ 1 2 3 4 5 Comments

NAME: _________________________1 2 3 4 5 Comments

NAME:_________________________ 1 2 3 4 5 Comments

NAME:_________________________ 1 2 3 4 5 Comments

NAME: _________________________1 2 3 4 5 Comments:

2. Describe what your group presented:  artist/s__________________________

How was it presented?_______________________________________________

3. Describe what you did to help your group prepare for the project.  Did you look up the factual information?  Did you memorize your part?  Did you participate in the presentation?

4. Describe what you contributed to the presentation?

5. What grade do you feel you earned and why?  I earned an_____________ because:

What I liked about this activity: 

What I would have changed about doing this activity:

 Period: 1  2   5   6  7  8                          Group Grade:  A  B  C  D  F

Table Color:  Green     Blue      Red     Yellow    Orange      Brown                                                                

Comments:   

Period: 1  2   5   6  7  8                          Group Grade:  A  B  C  D  F

Table Color:  Green     Blue      Red     Yellow    Orange      Brown                                                                

Comments:   

Period: 1  2   5   6  7  8                          Group Grade:  A  B  C  D  F

Table Color:  Green     Blue      Red     Yellow    Orange      Brown                                                                

Comments:   

Period: 1  2   5   6  7  8                          Group Grade:  A  B  C  D  F

Table Color:  Green     Blue      Red     Yellow    Orange      Brown                                                                

Comments:   

Period: 1  2   5   6  7  8                          Group Grade:  A  B  C  D  F

Table Color:  Green     Blue      Red     Yellow    Orange      Brown                                                                

Comments:   

Period: 1  2   5   6  7  8                          Group Grade:  A  B  C  D  F

Table Color:  Green     Blue      Red     Yellow    Orange      Brown                                                                

Comments: 

6. Name/Period/Table Color:_________________________________________________

Thumbnails

Plan your final drawing, where are the symbols going to be placed. Select your best thumbnail.  Discuss with teacher. 

Select your color scheme for personal expression of culture and influences

My color scheme is:______________________________________________________

because_________________________________________________________________

  Name/Period/Table Color:________________________________________________

 Rubric

25-22 Points

Drawing, accurate replication of line and value, variety of symbols: cultural, influential person, influenced person, obvious, overlapping, in various sizes, open composition, filling the page, breaking negative space.  My drawing looks like me.

Technique: Lines are neat, appropriate color scheme chosen representing culture, self-expression, color blending and gradation gradual, forms defined by value.

Craftsmanship: Quality work, neat and careful presentation, I used a paper towel to protect my ongoing work.

Following Directions: I filled the page, followed directions, stayed respectfully on task, mentored other students where needed

21-18 Points

Drawing, accurate replication of line and value, variety of symbols: cultural, influential person, influenced person, obvious, overlapping, in various sizes, open composition, filling the page, breaking negative space.  My drawing looks like me.

Technique: Lines are neat, color scheme chosen representing culture, self-expression, color blending and gradation, forms defined by value.

Craftsmanship: Quality work, neat and careful presentation, I used a paper towel to protect my ongoing work.

Following Directions: I filled the page, followed directions, stayed respectfully on task

17-14 Points

Drawing, Replication of line and value, variety of symbols: cultural, influential person, influenced person, obvious, overlapping, in some various sizes, open composition, filling most of he page, breaking negative space. 

Technique: Lines are neat, color scheme chosen representing culture, self-expression, color blending, forms defined by value.

Craftsmanship: Neat and careful presentation, I used a paper towel to protect my ongoing work.

Following Directions: I filled the page, followed directions, stayed on task

13-10 Points

Drawing, Attempted replication of line and value, symbols: cultural, influential person, influenced person, obvious,  in various sizes, open composition, filling the page, breaking negative space.  My drawing almost looks like me.

Technique: Lines are almost neat, color scheme chosen, color blending, forms defined by value.

Craftsmanship: Somewhat careful presentation, I could have used a paper towel to protect my ongoing work.  I could have spent more time and care on my work.

Following Directions: I could have: filled the page, followed directions, and stayed respectfully on task.  I might re-do project on a smaller scale and consider this my practice assignment. 

Name/Period/Table color________________________________________

1. My culture is represented by__________________________________________
2. The media I chose was _____________________  and it best expresses my identity and the message I wish to convey because ___________________________________________________________________________________________________________________________________
3. The color scheme I chose was (circle one) monochromatic, analogous, triadic, warm/cool colors, complementary, split complementary, and I feel that it (describe how it is successful/not in expressing your identity/message)___ ____________________________________________________________________________________________________________________________________
4. The symbols I chose were____________________________________________ because they __________________________________________________________________
5. I applied these disciplines in my artwork: circle applicable – mathematics (grid), reading, writing, social studies (research), other (please describe)__________________________________________________________
6. If I had to do this assignment differently, I would __________________________________________________________________
7. I learned that __________________________________________________________________

Complete Self-Evaluation form write in one number per criteria:

The overall grade I deserve is __________________________ (1-4, 1 is the lowest)

My title for my artwork:_________________________________________________

Art Links   Grades      Release Form   Home Room    Contact 

Return to Home Page