2Overarching GoalBecause social development is so important in elementary school, I wanted to create lessons plans which consisted of a significant amount of collaboration, such as creating murals. I also wanted my lessons to help the students realize that art is not limited to only museum interiors. The drawing and media criticism projects especially focus on opening their eyes to what they see on a daily basis.
3Ben Heine (from his 2010 collection, “Pencil vs. Camera”) Drawing lesson
7Statement of OriginThe idea for this lesson plan came from discovering Ben Heine’s “Pencil vs. Camera” collection. His illustrations are silly and playful, something younger artists would love, and would not require too much technical skill. His work is a good example to share the differences between observational and imaginative drawing with the class. The lesson would also be a useful way to provide the students with a basic introduction to photography.
8Procedures Introduce Ben Heine’s “Pencil vs. Camera” collection Discuss the illustrations and the artist’s method of combining imaginative and observational drawingTeach basic photography skills and have students take pictures around their townEncourage thinking critically to consider what type of drawing will be placed on top of the photographDemonstrate the illustrative processDiscuss what it means to “continue the photograph” in their drawingConsider ways to add an imaginative twist to the photographWhile demonstrating, review concepts of line and form, and explain different ways to achieve valueStudents will select their favorite photo and brainstorm clever ideasAfter given approval, they may begin workingStudents will tape down a small piece of drawing paper to the photograph and use drawing pencils to create their illustrationThey will be displayed after completionLead-in to Dada art movement?
9Objectives & Assessment The students will learn how to draw from observation, while also drawing imaginatively. They will learn basic photography skills to photograph a certain place in their town. They will then successfully use line, form, and value to create an illustration which adds a humorous twist to their photograph.Rubric:Effective photography techniquesCompletionIllustration “continues the photograph” and has valueGood craftsmanshipFollowing directionsParticipation
13Statement of OriginI believe sometimes young students can be overwhelmed with painting lessons because paint is harder to control than a pencil. I wanted to select an outsider artist because of the child-like qualities most outsider art has. I thought Ralph Fasanella’s large scale paintings would be a perfect example for a mural lesson. Also, his paintings do not have much value, just shapes of color, and I thought it would be quicker and easier for the students to focus on just color and perspective, rather than value.
14Procedures Show various examples of mural paintings Introduce and have a discussion about the work of Ralph FasanellaIdentify the artist as an outsider artist and explain what that meansDiscuss what Ralph Fasanella’s work says about New York lifestyle and brainstorm what sort of activities would be in a mural about the school environmentOffer some suggestions such as lining up for lunch or playing at recessDivide each group by different areas of the school, such as the classroom, cafeteria, and playground Students will sketch their ideas in groups at their tablesOnce complete, arrange the sketches to create a rough sketch of the muralStudents will use acrylic paints to create the basic layout of the mural and then begin to paint their assigned section of the schoolEmphasize the importance of planning in not only large-scale paintings, but in all artworksRemind students to be conservative with spaceAs the mural progresses, students will be able to move to areas where space is less limitedEstimate that each class will get about a day or two’s worth of painting timeOnce completed, each class will be given time to look at the finished muralThe students will write one or two paragraphs discussing their favorite and least favorite parts of the process and what they love most about the finished product
15Objectives & Assessment The students will learn about outsider art, specifically the artwork of Ralph Fasanella. They will learn about mural paintings and will work collaboratively to paint a mural of various activities that occur within the school environment. To successfully do this, the students will utilize knowledge of perspective, color theory, and basic painting techniques.Rubric:Participation during the group sketch and in discussionsEffective painting techniques, especially with color and perspectiveGood craftsmanshipCompletion of the written assignmentHow well they worked collaboratively
19Statement of OriginDuring my internship, I’ve learned that elementary school students are great story tellers and they always have something to say. I just know that kids would love guessing the narratives of Wesley Anderegg’s pieces. This lesson would also help to get the students to start thinking about the message behind all artworks and artist intention. The lesson and the peer interpretation also help them consider how to successfully convey a story through their own art. I thought Wesley Anderegg was the perfect artist for this lesson because most of his work is simple enough so that the students can add their own unique experimentations to their final piece.
20ProceduresShow the students numerous ceramic pieces by Wesley AndereggExplain the word “narrative” and ask the students to guess the story that each piece of his is tellingPoint out the simplicity of his works, and how they only consist of a ceramic figure or two, and a painted backgroundInform the students they will be making similar sculptures which tell a narrativeStudents will be write two or three paragraphs about a bizarre dream they once hadStudents will sketch out a design that has at least one ceramic figure and a decorative backgroundEncourage them to add some ceramic pieces to their background as wellDemonstrate different ways to make and decorate the figuresBegin creating the ceramic pieces first, and the background secondThe backgrounds will be made from cardboard shoeboxesPainting and assembling will be the final steps of this lessonOnce complete, the students will swap their sculpturesThey will write one or two paragraphs guessing their peer’s original narrativeStudents will compare their peer interpretation with their original story to consider how successful they were at conveying their message
21Objectives & Assessment The students will observe various works by Wesley Anderegg and hold a successful critical discussion about the narrative qualities of his works. The students will write two or three paragraphs about a bizarre dream they once had and then turn their story into a three-dimensional ceramic figure. They will learn to construct a background for their figure as well.RubricParticipation during discussionPre-construction sketchHas a complete background and at least one painted ceramic figureGood craftsmanshipFollowed directionsCompleted both written assignments, the short story and the peer interpretation.
22Robin Barcus Slonina (from her ongoing “State of Dress” collection) Sculpture lesson
25Statement of OriginThe idea for this lesson plan came immediately once I stumbled upon Robin Barcus Solina’s “State of Dress” collection. Her sculpture is the perfect inspiration for the students to create a collaborative sculpture which would require them to apply certain elements and principles of design, reflect on their environment, explore the methods of collage, and learn about found art and symbolism. Her work reminded me of Jane Gillings’ Dream Home (2009), which I used for inspiration when creating a similar lesson plan.
26ProceduresShow pictures of Robin Barcus Solina’s various unique dressesTalk about found objects in art and how she used them to create her designsShow pictures from and discuss her “State of Dress” collectionPoint out her use of symbolism to make each dress representative of a certain stateInform the students that the artist has not yet made a Florida dress and have them brainstorm what sort of symbols could be used to represent our stateReview the elements and principles of design, with a focus on balance, variety, unity, and harmony, and demonstrate the process of collageStudents will practice for the sculpture by making a small collage representative of Florida, using glue, travel magazines, scissors, and construction paperInform the students that we will be making a “State of Dress” Florida dressEncourage them to bring back any found objects symbolic of our state, such as postcards, souvenirs, or sea shells.Each group will get a section of the dress. They will use glue to aesthetically arrange their found objects, some of which I will provide, on the pre-cut canvasOffer suggestions and assistance while they are constructing and will encourage them to “think like an artist” and arrange their objects with intentionAfter completion, the sections of the dress will be put back together and displayedHold a classroom critique to observe the students’ appropriate use of vocabulary and understanding of what makes an artwork successful or unsuccessful.
27Objectives & Assessment The students will explore found objects and the use of symbols in art. They will focus on balance, variety, unity, and harmony from the principles of design. The students will learn how to create a collage on paper, and then will successfully create a collage of found objects on a three-dimensional sculpture.RubricParticipation in class discussions and the critiqueSuccessful completion of their collageGood craftsmanshipEffective use of balance, unity, variety, symbols, and harmony on their group’s dress section
34Statement of OriginI knew I wanted to focus on advertisements for the media criticism lesson because it would be a fun and easy way to introducing students to art criticism. To make the project more exciting, I searched the web for some of the most humorous and clever ads I could find. Advertisements are very relatable to students of all ages because of its existence in their daily lives. This connection will help to make students realize that there are various types of art and it is not just limited to the interior of a museum.
35Procedures Flip through a magazine on a visualizer Point out various types of advertisements and lead a discussion on advertisements and their powerful effect over its viewersAsk the students to list some places they have seen advertisements beforeMention that usually the cleverer an advertisement is, the more memorable it becomesDiscuss which advertisements they still remember after a long period of timeGive each table of students one advertisement from selectionInclude a handout which asks questions such as:Would you buy this product?Do you think you will remember this advertisement in a year? In ten years?What do you like most about this advertisement?Is there anything you would change?In their groups, students will use these questions as a guideline to intelligently critique the assigned advertisementAfterwards, the groups will give an oral presentation to the class defending their own advertisement as the most successful
36Objectives & Assessment Students will learn about the power of advertising and its role in our society. They will intelligently critique several advertisements and understand that art is not limited to only paintings and sculptures. They will defend why and how their group’s assigned advertisement is the most successful.Oral presentationGroup gradeParticipationCheck for understandingKnowledge of criticism
37ReferencesAll (Corporation). Laundry Bus [Advertisement]. Retrieved October 27, 2010 from Anderegg, Wesley (Artist). (2010). Looking for Polly [Ceramic Sculpture]. Retrieved October 5, 2010 from Anderegg, Wesley (Artist). (2010). Reaching for the Moon [Ceramic Sculpture]. Retrieved October 5, 2010 from Coca-Cola (Corporation). (2010). Drinking Straw [Advertisement] Retrieved October 27, 2010 from Fasanella, Ralph (Artist). ( ). Coney Island [Painting]. Retrieved October 5, 2010 from Fasanella, Ralph (Artist). (1975). Stickball [Painting]. Retrieved October 5, 2010 from Heine, Ben (Artist). (2010). 11 [Photograph]. Retrieved October 26, 2010 from Heine, Ben (Artist). (2010). 12 [Photograph]. Retrieved October 26, 2010 from Heine, Ben (Artist). (2010). 33 [Photograph]. Retrieved October 26, 2010 from
38References ContinuedKarstadtQuelle Dental Insurance (Corporation). (2006). Double Strike? [Advertisement] Retrieved October 27, 2010 from Rubin (Corporation). Freshness Bags [Advertisement]. Retrieved October 27, 2010 from Slonina, Robin (Artist). (2008). Casino Chip Dress [Sculpture]. Retrieved October 27, 2010 from Slonina, Robin (Artist). (2010). Garbage Dress [Sculpture]. Retrieved October 27, 2010 from Smart (Automobile Company). (2007). Brabus Bridge Jump [Advertisement]. Retrieved October 27, 2010 from