Essential questions... 1.Why do people participate in a Doll Collaborative? 2.How does a Doll Collaborative connect us to each other? 3.What is the role of Altered Art (Doll Collaborative) in our lives? 4.How do these dolls affect your friends and family? 5.How do these Dolls affect our community? 6.How does a Doll Collaborative affect the community?
Essential questions... 7.Which Doll impresses you as being striking, beautiful, inspirational? 8. What makes these dolls so unique? 9.What issues does the artist have to consider when creating a doll? 10.What possible benefits would come from making this Doll? 11.Would the city you live in benefit from seeing these Dolls? 12.Should the Speed Museum or Kentucky Art and Craft Gallery consider a showing with your Dolls? Why?
RULES FOR MAKING AND TRADING THE ALTERED DOLLS: Rule 1:The found objects you collect must be able to fit into a shoebox. Rule 2:Your doll should have one head, two arms and two legs and the characteristics of a humanoid. Rules 3:You may only add to the doll, you may not take anything away from the doll. Rule 4:Use your own imagination. Do not copy someone else’s good idea.
RULES FOR MAKING AND TRADING THE ALTERED DOLLS: Rule 5:Mark your name, school, homeroom and BOY or GIRL on the top and bottom of the box. Rule 6:Do quality work at all times. Rule 7:Take your writing seriously when you are working in your journal. Remember not only will I see the journal, but mom and grandma and everyone who attends the final show will be able to see and read your journal. Rule 8:Make me proud!
Summer letter to students July 19, 2008 Dear Samantha, I hope your summer is going great. I sure am enjoying my time off, but it’s going just a little too fast!! I am very excited about a new collaborative art project that we will be involved in this coming fall. We are going to be making an “altered doll” with found objects- -things you would normally throw away or recycle. Okay, I hear all you boys out there groaning! Stop that! Dolls don’t have to be baby dolls or princesses.
Content Standard 1 Understanding and applying media, techniques, and processes Content Standard 1 Understanding and applying media, techniques, and processes Achievement Standard Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Content Standard 2 Using knowledge of structures and functions Achievement Standard Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas Students select and use the qualities of structures and functions of art to improve communication of their ideas`
Content Standard 3 Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Content Standard 4 Understanding the visual arts in relation to history and cultures Achievement Standard Students know and compare the characteristics of artworks in various eras and cultures Students describe and place a variety of art objects in historical and cultural contexts Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
Content Standard 5 Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard Students compare multiple purposes for creating works of art Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry Students describe and compare
Objectives: Students will learn and discuss the value of meditation and planning to create a doll/soft sculpture using recycled objects. Grade: 5th
Materials: Shoebox One shoe box with a mailing label attached at one corner of lid. Put student’s name, school and gender on the label.
Materials: Doll Fill your shoebox with large, medium and small plastic and cardboard found objects for recycling into something new and useful (all materials must fit inside the shoebox). SUGGESTIONS: fabric, buttons, lace, ribbons, stuffing, old stockings, old jewelry, use your imagination ALSO NEEDED: wire, pipe cleaners, tools, hot glue guns for constructing your doll;
Materials: Journal 10 sheets of drawing paper for making a journal per student; one journal cover per student; materials for binding the journals (hammers, awls, needle nose pliers, regular pliers, blocks of wood, rubber bands, ribbon, yarn, wire); various collage items, media, writing instruments, camera for recording into the journal. Have students find quotes, poems or collage items that would be appropriate for their idea of the doll’s character.
Journal Entries: Journal should contain, “Hi, my name is _____________; I am in 5th grade at ___________ School, My art teacher is _________________; I am ___ years old; It is 2008 and I am working on an altered doll collaborative project with 4 other schools in the Archdiocese of Louisville.” Invent a personality, history or story about the doll you plan to make.
WEEK 2 Week of September 1 - 5 Computer lab:Work on the Webquest found at TracStar Trackstar.4teachers.org Track #360231 Password: Dolly Art Studio:Finish assembling your journal. Finish writing in journal. Finish the beginnings of your doll. Pack journal and doll into box.
TRADE ONE SUNDAY 9/28/08 @ 1:00: Meet in the parking lot of Preston Art Center Gardiner Lane Shopping Center to trade the dolls. Carolyn > Cathy > Laura > Carey