4750 UNIT PLAN GUIDELINES for ART EDUCATION Alison Caselman

1. UNIT TITLE –Careless Creativity 2. ENDURING IDEAS - Throughout time and across cultures artists have appropriated their own and other artist’s work to make new original art pieces. 3. COURSE - Studio printmaking project 4. ELO - Essential Learning Objectives (list provided)

• Analyze ways in which artist interpret ideas, solve problems, reflect and lend relevancy to their times

• Expressively manipulate the art elements and principals to create compositions that exhibit a compelling division of space

• Develop personal responses to art problems exhibiting the ability to generate multiple and rich ideas that inform content rich work

• Demonstrate fluency using multiple processes to show the exploration of variety of two dimensional media, techniques and tools

• Demonstrate an understanding of ways to assess development and to defend one’s personal aesthetic

• Demonstrate creative problem solving through the production of art that investigates formal and conceptual art problems

• Describe, analyze and evaluate to show an awareness of multiple and diverse interpretations of art in relation to culture

• Through the use of a variety of media and techniques, develop a repertoire of visual experiences exhibiting both quality and breadth

• Show the ability to integrate conceptual and technical approaches in choosing appropriate media and techniques

• Maintain a cumulative portfolio demonstrating the independent pursuit of art-making, investigation, and the development of a personal aesthetic

• Maintain a sketchbook/journal that demonstrates personal expression and growth through the use of visual images, collected artifacts and written commentary

5. ESSENTIAL QUESTIONS – • What is appropriation? • Can you appropriate your own work? • How have you changed from your life time? • What is mass production? • Does something being mass produced change the meaning of the art work?

6. EXEMPLAR ARTISTS – • Albert Durer • Marcel Duchamp • Cy Twombly

7. OBJECTIVES - Artists will be able to:

• Define appropriation • Appropriate their own work to describe who they are now • Define mass production • Be able to justify if mass production of printmaking affects the meaning of the work.

8. MATERIALS –

• Soft lino-blocks • SpeedBall cutting tools • Table hooks • Ink • Hand rollers • Glass/Plexiglas • Paper

9. PROCEDURES - Artists will....explore, play, relate, choose, reflect.....

• I will first start out this lesson by asking the students the essential questions and having them discuss what they think about them.

• Second I will introduce the class to Albert Durer and explain that he was one of the main figures during the Northern Renaissance movement. He was also a very well-known printmaker doing woodcuts and copper engravings. This will get the students a chance to look at fabulous images of prints and give them an idea of all the designs and patterns they can do.

• Next I would go to a short explanation of Marcel Duchamp and how he change what “art” is forever, by talking about his ready-mades and he appropriations to other artist work during the Dadaist and Surrealist movements.

• Finally I would talk about Cy Twombly, a somewhat contemporary artist who work with very large-scale, freely scribbled, calligraphic-style graffiti paintings. These paintings were usually set on solid fields of mostly gray, tan, or off-white colors.

• After I had talked about all exemplar artists I would describe the assignment and show the safe ways to cut a lino-block, how to use a table hook , where the sharp blades are, and where it get rid of their dull blades

o The students would then be given a small test block so they can practice carving their different designs

o I will demo how the students ink and print their blocks (They can then use these little blocks to test prints to see how different thinks look printing)

o The students will be appropriating their earlier work (from when they were younger, around ages seven or younger) so they might have to do some digging around the house to find these images and if they can’t fine any they can use images from the earliest they can fine or make up new ones with how they remember drawing.

o Student’s will take their earlier work and compile them together on tracing paper (the way they want them to print)

o Then students will take that tracing paper, flip it over and retrace the image onto the lino-block itself

o Then they will use this tracing of their earlier work to crave from the block (using black line, white line, and four or more different types of patterns or marks).

o After their block is all cut they will gather together their paper. One plan piece of paper, an assortment of other color and scrapbooking

paper, and then some piece of paper that describes who that artist is today and/or how they have changes with time.

o The students will then start printing their blocks. o They may have one or two test print but other than that I want them to keep

ALL of their prints to show their progress and different techniques. o The students will also have to have a print a never-before-seen piece where

their imagination will bloom! 10. ASSESSMENT/ CULMINATING ACTIVITY -

• The artist will have to carve the block with at least four different types of patterns. • In addition to the previous, the students will print their block multiple times.

o One black and white print o One content-rich print o One two color print o One never-before-seen print o Also keeping all other prints that they print. They need to keep ALL of their

Prints! • After all their prints are done they students will write an artist statement about their print

that shows their art from when they were younger and represents who they are now.

11. EVIDENCE of Prior Knowledge – Like stated in Rethinking Curriculum in Art, written by Stewart and Walker, on page 13 for students to produce and explore questions they need to realize and create connections to their own lives. In this lesson the students are making connections to their artwork when they are younger and relating it back to who they have become.