Frank Stella Paper Harmony and Emphasis

LESSON TITLE: Frank Stella Paper Harmony and Emphasis

GRADE LEVEL:  5-7

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

9.1.3. C. Recognize and use fundamental

vocabulary within each of the arts

forms.

H. Handle materials, equipment and tools

safely at work and performance

spaces.

9.2.8 L. Identify, explain and analyze common themes, forms and techniques from works

in the arts.

9.1.8 B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

OBJECTIVES:

KNOWLEDGE: Cognitive. Students learn what a relief is They also learn who Frank Stella is and how he makes sculptures using lines, shape, and texture.

SKILL: Psychomotor. The students learn how to create a paper relief. They learn how to manipulate paper in ways to create a 3D project and depict either harmony or emphasis.

ATTITUDE: Affective. The students become more aware of how paper can be manipulated to create a relief. They become more aware of what art shows emphasis and harmony. 

     PREPARE AHEAD:  Gather visuals of Frank Stella’s work, cut cardboard/matte board into rectangles for the reliefs, gather scrap colored paper

PRIOR KNOWLEDGE: What learning has preceded this lesson? Students have learned about composition, they know how to cut and paste and have manipulated paper into different shapes.     

MOTIVATION:  

      QUESTIONS LEADING THE STUDENTS TO DISCOVERY:

What is a relief?
Student reads out loud: Relief is a sculptural technique. The term relief is from the Latin verb levo, to raise. To create a sculpture in relief is to give the impression that the sculpted material has been raised above the background.

Students read: Emphasis – or the "Center of Interest.” Most artists put it a bit off center and balance it with some minor themes to maintain our interest.

(Look at image 1)

What makes this simple image have emphasis?

(Look at image 2)

What is the emphasis in Frank Stella’s piece?

Students Read: Harmony brings together a composition with similar units. (Example: If your artwork is using wavy lines and organic shapes you would stay with those types of lines and not put in just one geometric shape.

(look at image 3) What makes this image have harmony?

Reads Frank Stella bio.

DEMONSTRATION:    Teacher makes a list of different kinds of lines (bent, bold, criss-cross, curved, flowing, heavy, parallel, radiating, scribble, spiral, wavy, zig-zag

She demonstrates how to cut and fold certain kinds of lines and then shows the students how she will glue them down to create a sculpture.

VISUAL AIDS:

REFERENCE TO ART HISTORY: Frank Stella

EXEMPLARS: Teacher’s in progress sculpture

           

 ACTIVITY:

WHAT WILL THE STUDENTS DO?  The students will create a paper sculpture inspired by Frank Stella 

Week 1 –  talk about line and learn about Frank Stella, cut and bend different colored paper and begin gluing them down on foam

Week 2- Finish cutting and gluing sculpture

SUPPLIES:  colored paper, glue sticks, scissors

VOCABULARY: Line, thick, thin, criss-cross, curved, parallel,

CLOSURE: 

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

9.1.3. C. Recognize and use fundamental

vocabulary within each of the arts

forms.

H. Handle materials, equipment and tools

safely at work and performance

spaces.

9.2.8 L. Identify, explain and analyze common themes, forms and techniques from works

in the arts.

9.1.8 B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

ASSESSMENT STATEGY: What assessment strategy will be used to assure that the Academic Standards have been met?

The students will have a short critique and talk about their artwork. They will have to tell me what kinds of lines they used

CORRELATED LESSONS:

INTERDISCIPLINARY DOMAINS:

ADAPTATIONS FOR SPECIAL LEARNERS:  A step-by-step paper will be made so that special needs students can follow along and remember which process comes next.

REFLECTIONS: What went well?  What areas will I strengthen and how? 

FRANK STELLA BIO: He was born in 1936 in Massachusetts. He attended Princeton University where he studied history. He was also interested in art and he visited museums and painted. After graduation he moved to New York where he still lives. Frank Stella does not mean to portray any subject you would recognize. Stella’s paintings began to take on 3D shapes instead of just paintings. He started attaching pieces of canvas to wood and building his paintings outward using aluminum and fiberglass.

Image #1

Image #2

Image #3

antonyms and monsters

LESSON TITLE: antonyms and monsters
with contemporary artist Hanna Lee

GRADE LEVEL: K-3

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

9.1.5 D. Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.  9.3.5 C. Classify works in the arts by forms in which they are found.  9.1.5 H. Use and maintain materials, equipment, and tools safely at work and performance spaces.

BIG IDEA:             The skills, techniques, elements and principles of the arts can be learned, studied, refined and practiced

OBJECTIVES:

                KNOWLEDGE: Facts. Students learn that an antonym is a word that is the opposite meaning of another. They also learn that Hanna Lee is a contemporary artist from South Korea who uses monsters in the majority of her work. They get practice in drawing human and animal anatomy.

               SKILL: Psychomotor. The students learn how to use their newfound knowledge of antonyms to create two original monsters that are opposites of each other. They learn about basic anatomy while doing this.

            ATTITUDE: Affective. The students learn to be more aware of antonyms in every day life. They also become more aware that artists use basic knowledge to create new and exciting things. They become more aware of the process that cartoonists, animators and illustrators go through when creating a new character.

     PREPARE AHEAD: Prepare PowerPoint of antonym examples, monster examples

     PRIOR KNOWLEDGE: What learning has preceded this lesson? Students have drawn figures in previous lessons.

  

MOTIVATION:  

                  QUESTIONS LEADING THE STUDENTS TO DISCOVERY: Teacher:

Good morning (k-3)!! Today we’re going to be starting a new project that I am really excited about. Before we start though, we’re going talk about antonyms. Can everyone say antonym? Great! You might not think you know what an antonym is but I’m sure you do! Can someone tell me what the opposite of ‘big’ is?  Student: small!  Right that is an antonym. What about ‘hairy’ Student: bald? Teacher: Wonderful! The antonym to hairy is bald. What about ‘dark’ student: ‘light’ Teacher: You all are too good at antonyms already! We are going to look at a PowerPoint now, so can everyone take a look up at the screen? This is an artist that I went to school with! Her name is Hanna Lee. Can everyone say Hanna Lee? She is from South Korea. Can someone go up and point to where they think South Korea is on the map? Student: points Teacher: very close! Can someone go up and help him/her? Student points Teacher very nice! This is South Korea, and all the way over here is where we live. I chose her because she is making art similar to what you will be making today and next week! She makes monsters! shows image #1 She makes lots of different kinds of monsters. How would you describe this one? Student: Its big! Teacher: Yes its very big! What is the opposite of big, or the antonym of big? Student: Small!  Teacher: Right its small. She creates lots of different kinds of monsters, some of them are opposites of each other. Lets look at some more examples of her work. goes through slide show Now lets look and practice some antonyms! Goes through skinny, fat, young, old, happy, sad, hairy, bald, wet dry, quiet, noisy etc. Now I will show you how we will make the monsters!

           

DEMONSTRATION:     The teacher chooses the antonym “hot and cold” She explains that since she picked hot and cold no one else can choose that combination. On a piece of paper she puts a line down the center and writes ‘hot’ at the top of one side and ‘cold’ at the top of the other. She tells the class that monsters are just different versions of people, they almost always have the same body parts like eyes, nose, mouth, ears, arms, stomach, and legs. Then she explains that some monsters have body parts that people don’t have. They brainstorm ideas such as tails, horns, claws, fangs and multiple body parts like more than 2 eyes or more than 2 legs etc. She then begins using a pencil to draw a monster that has flames and sunglasses. She asks the students what colors she could use on her monster to make it look hot. She then draws a ‘cold’ monster on the other side with icicles on it, boots, and a scarf. She then asks the class what colors she could use to make this monster look cold. She colors the monsters and cuts them out to glue onto a popsicle stick to make monster puppets.

                  VISUAL AIDS:  PowerPoint. Works by Hanna Lee, world map

                   REFERENCE TO ART HISTORY: Contemporary artist Hanna Lee

                   EXEMPLARS: teacher’s example

LANGUAGE VOCABULARY: Antonyms

           

 ACTIVITY:

            Week 1: Using a pencil the students sketch two monsters that are opposite  of each other (antonym) They then trace their monster with marker and color it in with colored pencils.

            Week 2: Students finish drawing their monster and cut them out. They glue their monster to a popsicle stick to make a monster puppet. They write their antonym onto the stick.

            SUPPLIES: 8.5X11 white Paper, Markers, Pencils, Erasers, colored pencils

            ART VOCABULARY: Monsters, anatomy, puppets

           

CLOSURE:

Teacher: Your monsters look wonderful! Can I have a few people tell me what their antonyms were and how they made their monsters opposite? Very nice! Hanna Lee would be proud! I will be sending her pictures of your monsters soon!

PA. ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES:

ASSESSMENT STATEGY: What assessment strategy will be used to assure that the Standards have been met.

A rubric will be used. Did students follow all project directions; did they complete objectives, give their best effort and follow posted classroom rules? Did they choose complimentary colors? Did the student color it neatly; use lines correctly to create a pattern?

CORRELATED ACTIVITY: What art activity will follow? Students will create a short story book with illustrations using their monsters. They will use the antonyms and verbs we learned in the previous lessons.

INTERDISCIPLINARY DOMAINS: What domains are incorporated into this lesson? Language Arts. The students learn about antonyms and can verbalize what their antonyms are and how they are portrayed in their artwork.

ADAPTATIONS FOR DIVERSE SPECIAL LEARNERS: Special learners will receive a checklist with step-by-step directions including what time they should be completed during the class. The checklist will have visuals as well as written directions. I will allow students to converse in a group during this lesson for extra encouragement. For ADD students I will have a mid-class walk-around. This will allow students to go around and see what everyone is doing and also give some special learners a quick break.

REFLECTIONS:

SIOP Featrues
Preparation: _x___Adaptation of Content ____Links to Background __x__Links to Past Learning ____Strategies Incorporated	Scaffolding: _x___Modeling _x___Guided Practice ____Independent Practice ____Comprehensible Input	Grouping Objects: _x___Whole class _x___Small Groups ____Partners __x__Independent
Integration of Processes: ____Reading ____Writing __x__Speaking _x___Listening	Application: __x__Hands-on __x__Meaningful _x___Linked to Objectives __x__Promotes Engagement	Assessment: ____Individual __x__Group ____Written _x___Oral

 

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Hey everyone

So I know we all said we would share our lesson plans after graduation, so I decided to make this quick blog that we all can share. Please feel free to post whatever you like on here. This includes but is not limited to:

1.Lesson Ideas
2. Website links
3. Full lesson plans
4. Pictures of exemplars
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hope to talk to everyone soon!