2Rules of Facial Proportion Shape of the head: The idealized head is egg-shaped or broader at the top and narrower at the bottom.Eyes: The eyes are placed just above the center of the head. The space between the eyes and on each side is equal to the width of one eye.Nose: The top of the nose is even with the top of the eyes, while the bottom of the nose is about halfway between the bottom of the chin and the top of the eyes. The bottom of the nose is the same width as the space between the eyes.Ears: The ears are drawn between the top of the eyes and the bottom of the nose.Mouth: The mouth is almost as wide as the distance between the pupils of the eyes.
4Facial Recognition Technology Students will take notes on what is important, interesting or just stands out to them.
5Facial Recognition Technology Students will take notes on what is important, interesting or just stands out to them.
6Facial TopographyStudents will take notes on what is important, interesting or just stands out to them. This slide is important to see the use of descriptive words on the 3D model of the face.
7Artist BackgroundGeorge Segal was born in 1924 in New York City. He grew up and lived in New Jersey, where he and his wife, Helen, owned a farm. In 1961, Segal began working with live models -- including himself -- to create the plaster-cast figurative sculptures for which he became best known. Segal's work has universal significance. With its underlying narrative of the lives of ordinary people, it is easy to interpret, and it is moving because of the human dramas it represents. Despite the realistic treatment, his work, in its subtlety and strength of expression, has earned a place in the mainstream of Conceptual Art in the 20th century.
8George Segal’s plaster casts Wendy with chin on hand 1982Bus Stop 1975
11Plaster cast process http://www.youtube.com/v/z4jS1-4jfAI Students will take notes on what is important, interesting or just stands out to them.This is the process of the project they will need to recall for the test.
12Mask definitionmask - A face covering. Usually it is something worn on the face, with openings for the eyes, to conceal one's identity, either for partying (as at a masquerade ball), to frighten or amuse (as at Halloween), for ritual, or for performance (as by dancers, or by actors in Greek, Roman, and Japanese theater.) It may be worn principally to protect the face (as a gas mask, or a hockey mask, or a physician's mask, etc.) It may also be any two- or three-dimensional representation of a face — as in the covering of an Egyptian mummy's face depicting the face of the deceased. A mask can be a mold of a person's face — a death mask if made after death, a life mask if made before it.Or, it may refer to an opaque edge or area placed between an image and a photosensitive surface to prevent its exposure to certain portions of the image. An example of this is a frisket.And, it may be used as a verb: to cover in order to conceal, protect, or disguise.
15How are you unique? What words best describe who you are? What colors best describe those words?What color best describes you?
16Vocabularyemphasis - Any forcefulness that gives importance or dominance (weight) to some feature or features of an artwork; something singled out, stressed, or drawn attention to by means of contrast, anomaly, or counterpoint for aesthetic impact. A way of combining elements to stress the differences between those elements and to create one or more centers of interest in a work. Often, emphasized elements are used to direct and focus attention on the most important parts of a composition — its focal point. Emphasis is one of the principles of design. A design lacking emphasis may result in monotony.High relief - In relief sculpture, a form that extends at least halfway out of the background.Illustration - A design or picture in a book, magazine or other print or electronic medium that explains the text or shows what happens in a story.cast - To form (molten metal, or liquid plaster or plastic, for example) into a three-dimensional shape by pouring into a mold; or something formed by this means. Also, an impression formed in a mold or matrix.contrast - A large difference between two things; for example, hot and cold, green and red, light and shadow. Closely related to emphasis, a principle of design, this term refers to a way to stress the differences between them. Thus, a painting might have bright color which contrast with dark colors, or angular shapes which contrast with curvaceous shapes. Used in this way, contrast can excite, emphasize and direct attention to points of interest.Vocabulary terms that will be emphasized throughout the project.
17VocabularyPlaster bandages - strips of cheese-cloth packed with plaster, traditionally used in the making of casts. Pariscraft and Plastercraft are less-expensive brands of plaster bandages for such sculptural uses as making masks and molds of body-parts.proportion - A principle of design, proportion refers to the comparative, proper, or harmonious relationship of one part to another or to the whole with respect to size, quantity, or degree; a ratio.symmetry or symmetrical balance - The parts of an image or object organized so that one side duplicates, or mirrors, the other. Also known as formal balance, its opposite is asymmetry — asymmetrical balance.topography - A description, model, or drawing of mountains, valleys, hills, rivers, roads, bridges, and other things found on the surface of a place.life mask - A cast of the face of a living person. Usually such casts have been made from a mold produced by placing gesso or plaster on the face, with a passage provided for breathing through the mold. Such a mold is likely to be of one piece, since the face is generally sufficiently flexible to enable removal of the hardened mold, as long as a release agent has been applied. A death mask is very similar.Onomatopoeia - is a word that imitates or suggests the source of the sound that it describes. Common occurrences of onomatopoeias include animal noises, such as "oink" or "meow" or "roar".Vocabulary terms that will be emphasized throughout the project.
18Video Worksheet Do not focus on spelling or sentence structure, these are just ideas.
19Video Worksheet Do not focus on spelling or sentence structure, these are just ideas.
20Things to keep in mind while the students work. Students will journal their thoughts on the video and how they can use them for an art project.Students will keep an art journal that will include thoughts of what was successful and what they had problems with throughout the mask making process.As a final step students will review their journal entries and write a formal summary of what the project meant to them, what the gained and how they worked through the process.When they present their art to the class they will verbally express their summary of the lesson and use their journal to pull information from.
21What this lesson helps student with and how. With this lesson students are drawing knowledge from sources other than the teacher and creating their own opportunities to demonstrate and develop their own project.By watching the videos and taking notes the students will be using their writing skills to help for a comprehension of the new knowledge.Students will keep a journal of formative writings of their thoughts and from the journal notes they will use a diagnostic process to create a summative writing of the final project.
22Test conceptWithin the test frame students will be given both implicit and explicit questions.Students will have a chance to show a depth of writing when they give their “Baseball Answer” for the mask making process.
24Part 2 of testPart 2 will be the vocabulary part consisting of multiple choice and fill in the blankA bonus question to describe an artist seen in the PowerPoint presentation.
25Resources for this project I have tried to incorporate the Idea of using “Group Discussion” to help activate higher levels of thinking, social skills, listening skills. Group Discussion can also allow students the opportunity to rehearse what they will say to the class as a whole.These ideas came from Do I Really Have to Teach Reading? By Cris Tovani
26Resources for this project The incorporation of making personal connection and using the internet and web images came from When Textbooks Fall Short: New Ways, New Texts, New Sources of Information in the Content Areas by N. Walker & et. al. (2010)
27Resources for this project Tools for Teaching Content Literature by J. Allen (2004) gave me the idea to have content brainstorming sessions in this lesson.
28Resources for this project Within this lesson there are many opportunities for “informal” writing, Different levels of thinking, and different types of assessment which came out of the reading of Readers and Writers in the Middle Grades by M. Combs (2003)
29ReflectionOver the years teaching art I never really thought about the literature possibilities. I may have had many levels of reading, comprehension, and higher levels of thinking, but never tried to formulate a more coherent way to present my lessons so that the students had a richer reading and writing experience. Since taking the class Content Area Literature I have gained a deeper understanding of how I can best benefit my students in this area.I have always tried to get my students to journal their image ideas in an art journal. However, I will now have the students journal their thoughts of what worked with their project for the day and what gave them the greatest issue. I also will have worksheets to go with the videos they will watch to help them document the key points as they see them rather than trying to recall them after the fact. The best thing I will be taking away from this class will be the different levels of thinking I can incorporate. I can now prompt my students to push themselves to think deeper about questions rather than just writing down a quick list of answers. Using the Baseball Reading sheet Mr. Canada gave us and altering it to a test question rather than a question about reading will help my students to push their writing skills to the highest level.This class has given me so many tools to help me be the best art teacher I can be. I feel that the tools and strategies will also help my students’ achievement in every area of school not just in my class. Students that are pushed to make personal and global connections to what they learn will do much better on tests and in the real world. I only wish every teacher would try to incorporate writing and technology to help their students make the most of their education. The new question I have is can the incorporation these ideas and skills in every subject, as part of the curriculum, improve student test scores?