Katie Morris ART807 IR3. 2 nd Grade Tactile Paintings Overview- Students will learn about Andy Lakey, “painter for the blind” and think about how art can be experienced with senses beyond sight. The students will create tactile paintings using sand, glue, and tempera paint. Supporting Research- I was thinking about the different ways to lead discussion about artwork from the Hubard article. I tried to include questions that would support predetermined and interpretive dialogue. Hubard, O.M. (2010). Three modes of dialogue about works of art. Art Education, 63(3),

Andy Lakey, “Painter for the Blind” ndrew-lakey-interview.html

About Andy- Decide how much of this you want to share with your students! Andy Lakey took Art class in school but wasn’t serious. He made a lot of bad choices and was addicted to drugs. Andy Lakey almost died from an overdose and had a vision of angels telling him to be an artist. He later quit his job as a car salesman and started painting full time. He said the angels told him to paint 2,000 angels before the year Andy Lakey died in October 2012 after suffering from chronic health issues due to his painting. *Since I use this lesson with 2 nd grade students, I don’t really mention the part about the angels and the overdose. A lot of my students live with relatives after their parents have been in trouble for drugs and who knows what else. I try to stay away from anything spiritual as well since it’s best to avoid those conversations in public school. I don’t usually focus on why he became an artist, just what he did with his work.

If you could not see, how could you enjoy a painting? Andy Lakey, Celestial View (detail), s/andrew-lakey-interview.html

Senses- Help us experience our world. What are the 5 senses? Could you use all 5 senses to experience art? Ray Charles and Andy Lakey. Ray Charles is touching the art.

Andy Lakey and Ray Charles Ray Charles met Andy and started collecting his work. He told him, “Please share your artwork with blind people all over the world.” “I will always remember Ray Charles for the help and encouragement he has given me across my career as an artist. I thank him for his appreciation and his support.”- Andy Lakey Ray Charles and Andy Lakey

What does “tactile” mean? Andy Lakey “accidentally” discovered that mixing 2 kinds of paint made a new texture that he could use in his paintings. Since his paintings are tactile, someone told Andy Lakey that he should share them with people who are blind to let them enjoy art, too. In his lifetime, Andy Lakey donated many paintings to schools and hospitals for the visually impaired. “Tactile” means something has to do with “touch”. When we touch something we feel its texture. “Texture” is how something feels. What are some different texture words you can think of?

Is it OK to Touch Art? Can you touch art in a museum? Can you touch art in the hallway at school? Can you touch another student’s art in the classroom? Is it ever ok? When?

Andy Lakey, Untitled Angel, 2011 What do you see? What is this painting about? Why do you say that? What kinds of shapes does the artist use? How would you describe the lines used by the artist? What purpose do the lines serve? andrew-lakey-interview.html

What do you think the lines are for? Do the lines mean something? interview.html interview.html

Lakey on Lines “I have no idea what these lines mean. They just come out.” “Why do these little curves, lines and runes come out? I absolutely, to this day, think it allows me to relax and think.” “I can start in different areas, and they will all come together. The main thing that makes me feel comfortable when I create these lines and helps the painting flow… the lines all feel like the’ve come from the same family of lines. The lines aren’t too close on one side of the paintings and too far on the other; they’re almost the same distance, and they almost look like sand moved by the wind, so to speak.” portraits-08_db.shtml

Assignment Make a painting that is meant to be touched! Day 1- Make the textured base. – Plan using crayon on construction paper. Choice- any line drawing that is nice for school Non-objective- just lines and shapes Hidden message- what message could you hide? – Trace lines with glue. Remember to “touch the tip” to the paper to avoid globs. – Sprinkle sand over wet glue and shake extra back into the cup. Day 2- Choose color scheme and paint with liquid tempera

Color Choices How do different color combinations work together? What kinds of colors will you choose? Warm, Cool, Other?

KSDE Visual Arts Standards Standard 1: Understanding and Applying Media, Techniques, and Processes Benchmark 1: The student explores a variety of art media, techniques, and processes. Benchmark 3: The student experiments with various media, techniques, and processes to develop manipulative skills. Benchmark 4: The student employs media, techniques, and processes to communicate through works of art. Benchmark 5: The student demonstrates the safe and correct use of simple materials and tools. Benchmark 6: The student demonstrates that clean-up and organization of materials are a part of the artistic process. Standard 2: Using Knowledge of the Elements of Art and the Principles of Design Benchmark 1: The student recognizes key elements* and key principles* used in works of art. Benchmark 2: The student responds to art works based on the use of key elements* and key principles*. Benchmark 3: The student applies key elements* and key principles* in creating works of art. Standard 3: Creating Art Works Through Choice of Subjects, Symbols, and Ideas Benchmark 1: The student identifies visual images, subjects, and symbols in works of art. Benchmark 2: The student incorporates images, subjects, and symbols into art works. Standard 4: Understanding the Visual Arts in Relation to History and Cultures Benchmark 2: The student discusses different purposes for which art is created. Benchmark 3: The student creates art based on historical and cultural ideas of diverse people. Standard 5: Reflecting Upon and Assessing the Characteristics and Merits of Art Benchmark 1: The student describes characteristics evident in art works. Benchmark 2: The student describes and shares opinions about works of art. Benchmark 3: The student distinguishes among various aesthetic qualities. Standard 6: Making Connections Between the Visual Arts and Other Disciplines Benchmark 3: The student identifies connections between the visual arts and non-art disciplines. Benchmark 4: The student explains how art contributes to the social aspects of everyday culture.