Lesson Title: Mixed Media Collage

Co-Produced by: Katy Potts & Carol Beth Torrance Grade: 10h - 12th

Dates Taught: October 29th – November 2nd, 2012

Main Idea: Students will create expressive artworks that demonstrate a sense of purpose and

understanding of the relationship among various forms, materials, techniques, and subject

matters. Mixed media collage is the type of project that requires equal parts organization and

technical skill.

Objectives: Students will create a unified artwork that uses three or more mediums, includes at least three collage elements (one of which is hand-drawn), features one assembled human figure, and incorporates one found object.

DAY ONE: September 19th - 21st

Necessary Elements:

Digital Projector

Introductory PowerPoint

Media

◦ charcoal (vine, permanent)

◦ graphite

◦ pastels (oil, chalk)

◦ paint (watercolor, oil, acrylic)

◦ ink (markers, india ink)

Common Resource Area

◦ magazines

◦ newspapers

◦ butcher paper

◦ drawing paper (fine and heavy grain)

◦ cardboard

◦ picture books

◦ photographs

Accommodations:

Students who need more time to develop their idea, gather materials, or assemble their piece due to

disabilities mentioned in their 504 will be allowed the time necessary to complete the project.

DAY ONE

Time

Activity Procedure

Materials and

References Needed

Activity #1: A Historical

As students file into the classroom, the teacher will queue a short PowerPoint presentation that contains several

- One PowerPoint Presentation

Introduction to

Mixed Media Collage.

Objectives: The teacher and the

students will discuss how and why mixed

media collage develops from

the cultural, social, historical, and political

contexts in which they are

made.

_20

min.

images of collage examples by various artists from

various art movements. The teacher will wait for students to settle in their chairs (about thirty seconds after the tardy bell) before asking politely for their attention.

Teacher: Would anyone be able to tell me what a 'collage' is, exactly?

Ideal Student Answer: collage is a technique of art production where the artwork is made from an assemblage of different forms, thus creating a new whole.

Teacher: Exactly. Collage is a form of art that has existed ever since the invention of paper in China around 200

BCE. But modern collage as we know it was created by Pablo Picasso and George Braque sometime in the early 20th century.

Slide #1: depicts one example of early collage by Pablo Picasso and one example by George Braque.

Teacher: This is a collage by George Braque and Pablo Picasso—the duo that invented cubism. This is an early cubistic collage created in 1913.

Teacher: What materials have these artists chosen to use? Student: Newspapers, Chalk, Charcoal, Colored Paper,

and Paste Teacher: Thank-you. Can someone tell me what objects are visible in this collage?

Student: A violin, some newspaper, and a pipe. Teacher: Right. This collage is aptly named “Violin and

Pipe, 'Le Quotidien'”. Le Quotidien was the name of a popular newspaper in France. Teacher: Does anyone know what was going on during

1913? What major human event was immanently approaching?

Students: World War I? Teacher: Correct. World War I is coming and the men who were inventing cubism have decided to decorate their

world with an object that delivers information, an object that delivers entertainment, and an object that delivers

tobacco addiction. Teacher: Would anyone like to guess why Braque and Picasso decided to arrange these objects together in such

a fashion? (If no one answers)

Teacher: Who might use all of these objects in conjunction with one another? If you knew someone who smoked a pipe, read the newspaper every morning and

played the violin, what might you call that person? Students: Maybe the newspapers are meant to symbolize

reality and the pipe and violin are meant as idle distractions. (Or in response to the second question: An artist, A hipster)

complete with

images that depict the work of Georges Braque, Pablo

Picasso, Hannah Hoch, Richard

Hamilton, Romare Bearden, and Corey Eiseman

- One digital projector & screen

Teacher: Yes, these are objects that were very familiar to

Braque and Picasso—it is my personal belief that they are relics of an old artistic culture arising in conflict with the growing threat of World War I. The newspaper brings

truth, the tobacco anesthetizes the reader, and the violin drowns the growing sounds of chaos with a warm tune.

Teacher: Let's look at some post WWI collage. Slide #2: depicts a work by Hannah Hoch, titled, “Cut with the Da-Da Kitchen Knife through the Beer-Belly of

the Weimar Republic”. Teacher: This piece was assembled in 1919 and it is

called, “Cut with the Da-Da Kitchen Knife through the Beer-Belly of the Weimar Republic”. Teacher: Would anyone mind telling me what materials

Ms. Hoch has chosen to use in her collage? Student: photographs, newspaper clippings, magazine

clippings, and watercolor. Teacher: And what images are we looking at, exactly? Student: Animals, German officials, wheels, gears,

dancers, and the phrases 'da-da' and 'die anti da-da'. Teacher: So, why might Hannah Hoch, in a post WWI

society, decide to assemble German officials and pieces of machinery on the same page? Students: the machinery might symbolize war

technology? Or societal technology? Teacher: Have you ever heard the phrase 'I am just a cog

in the machine?'. I think what Ms. Hoch is trying to say here is that the German war machine of yesteryear is still alive and well. The emotions and momentum of the war

have yet to settle. This is somewhat prophetic if you consider how WWII started.

Teacher: So, what about the phrase, “da-da”? Can anyone tell me what da-daism is? (If not, the teacher will go on to explain its definition)

Student: Da-Da was an avant-garde art movement. Teacher: Right. So, the men of Europe go to war.

Everyone from the toughest laborer to the most sensitive poet goes—and when these men come back home, there are two major camps of thought that emerge. On the one

hand, you have people trying to rationalize the brutality of new war technology. They think, “If the scientific genius

needed to create such epic killing machines like tanks and bombs were diverted to the restoration of society—then the human race might be able to rise above this great

tragedy. This camp is called Purism. On the other hand, you have Da-Da. The origin of the phrase da-da was

never actually explained. It might be the sound a baby makes, it might be Romanian for 'yes-yes', it might be French for 'hobby-horse', or it might just be utter

nonsense. But if you take anything away from da-daism,

let it be this: life is random, uncontrollable, nonsense. Why are human beings always trying to make sense of their world when such an exercise is pure futility. You

simply cannot predict your fate. You might get hit by a street car, win the lottery, or receive divorce papers. Why

get mad at the world for its injustice when that is simply life: completely random. Now, normally, people aren't so dramatic about the strings of fate—but if you had just

spent several years in trenches watching your friends explode or shot at random, perhaps you might hold a

similar view. Teacher: Hoch's collage, like Braque and Picasso's, seeks to provide the viewer with an understanding of her

contemporary struggle. A struggle between the conventional war machine and the random, flippant, da-

da society. Slide #3: depicts Richard Hamilton's collage, “Just what is it that makes today's homes so different, so

appealing?”. Teacher: Let's flash forward about 35 years. World War II

has ended and America's capitalistic society is thriving. So, Richard Hamilton, one of the founding members of the pop art movement, creates a collage that is intended

(like Hoch's, Picasso's, and Braque's) to provide the viewer with a slice-of-life representation of his American

experience. This piece is called, “Just what is it that makes today's home so different, so appealing?” So, What of it? (Name a student), can you answer Hamilton's

question? What do you think He is trying to say with the images he has chosen to paste together?

Student: Well, I think Hamilton is being sarcastic. Teacher: And why is that? Student: Well, this house is not exactly appealing. It's

occupants are absorbed in their own physical appearance, romance novels decorate the walls, brands and appliances

fill every corner, and their neighbors are a movie theater. Teacher: You've certainly hit the nail on the head. In the artist's own words, (teacher reads aloud from notes) “Pop

Art is: popular, transient, expendable, low-cost, mass-produced, young, witty, sexy, gimmicky, glamorous, and

Big Business" - stressing the everyday, commonplace values of his modern America. Just like you are all about to attempt, Hamilton created collages incorporating

advertisements from mass-circulation newspapers and magazines. Your collages, whether you like it or not, will

be tinged with the aesthetics of our modern area—as long as you use current magazines. Now, let's check out an artist who has managed to bypass this anachronistic

dilemma.

Slide #4: depicts Romare Bearden's collage, “The Lamp”. Teacher: The meaning behind this collage is deceptively simple. Let's all take a moment to try and decode the

subtle imagery. Teacher waits about 45 seconds.

Teacher: Now, someone please describe for me what is going on in this collage. (if no one answers, the teacher will call on a student)

Student: A woman and a boy are reading a book. Teacher: Yes. And what is illuminating the room?

Student: An oil lamp. Teacher: Interesting. This collage was made in 1984. Why do you think Bearden decided to include an oil lamp

in his collage? Student: Maybe this collage is meant to take place in an

earlier time? Teacher: That is certainly one theory. Another, is that fire, like books, are one of the tools man has required to

build what we now call civilization. This collage was commissioned by a library—an institution that places a

lot of value in books. I think Bearden is trying to say that books are every bit as integral to human life as fire. Teacher: Now, let's look at the materials. What materials

has Bearden primarily used to communicate these thoughts?

Students: Colored paper. Teacher: Right. Bearden has built his collage out of shapes he's cut from colored and patterned pieces of

paper. Because of this, he has emancipated his collage from pop culture. Again, he's not using magazine images,

he's creating his own materials. His work communicates an idea that will last centuries. A timeless masterpiece. Teacher: Finally, let's check out what collage work

contemporary artists are creating today. Slide #5: depicts a link to a website that contains Corey

Eiseman's digital collage works. The teacher clicks on the link. Teacher: Contemporary artists like Corey Eiseman are

finding new and innovative ways to modernize the collage medium. In his own words: (The teacher scrolls

down to a brief explanation of the site's purpose and reads aloud) “This is a perpetual canvas blog by Corey Eiseman, updated regularly with new digital collages. The

unique thing about this process is that every day the previous entry is used as a starting point. Put another way,

it's the same image worked on, added to, changed a little bit more each day, and archived along the way. Some say the hardest part about making art is knowing when to

stop, but with digital media and blogging on our side,

why should we have to?” The teacher scrolls the page back up to the digital collage in its current state.

Teacher: What do you all think of this take on collage? Is it progressive? Is it artistic decline?

(if no one answers, the teacher will rephrase) Teacher: Let's look at it another way, is this a successful collage?

Students: Yay or nay Teacher: What makes it a successful or unsuccessful

collage? Remember, earlier we defined collage as a technique of art production where the artwork is made from an assemblage of different forms, thus creating a

new whole. Student: I think that this is a successful collage because

he has followed the collage criteria. (or, I think this is an unsuccessful collage because X) Teacher: Interesting. The main reason for why I am

showing you this modern incarnation of collage is because I want those of you who are affected by this piece

to perhaps create your own. I love when my students create unique works of art—so if any of you would like to create your own digital collage, I will highly encourage

such an endeavor provided you still follow the criteria I have set out in the rubric. Speaking of rubrics, let's go

over this project's criteria.

Activity #2

Title: Collage

Rubric Review

Objectives: The students will read their

project's criteria and interpret

how they might create artworks that demonstrate

a sense of unity with various

materials, mediums, and techniques.

_10_ min.

The teacher will ask two students to help pass out a copy of the rubric to each class member.

Teacher: Now that you all have a copy of the rubric, I would like you all to spend five minutes silently reading

what this project requires. Teacher: Alright, our five minutes is up. If you're not done reading or have questions/concerns, don't worry,

we're going to discuss exactly what you need to create successful mixed media collages.

Teacher: Most importantly, your collage must demonstrate a unified statement created from multiple sources. It is up to you what sort of message you will be

communicating and how you will communicate it—but a statement will serve as the binding agent that cements

your pieces into a unified whole. Remember the examples I showed you. Bearden's theme was timeless, Hamilton's theme was mass-produced and topical, and Eiseman's

theme is rapidly changing on a weekly basis. (The teacher will answer any questions the students have

regarding this criteria before moving on) Teacher: Second, you are required to include the

- a class set of rubrics

following in your collage:

You must use three different mediums. This can be charcoal, graphite, oil paint, acrylic paint, watercolor, oil pastel, chalk pastel, crayons,

inks—the possibilities are almost endless. You must use three different materials. This could

be fabric swatches, construction paper, wax paper, newspapers, magazines, book illustrations, images from the internet, photographs, comic books—

again, the possibilities are endless. You must use at least one found object. This can

be an acorn shell, a bottle cap, a gumball, a McDonald's toy, a muffin wrapper, a deer antler—yes, the possibilities are endless.

You must assemble a human figure out of multiple sources. This is to deter you from building a

collage out of whole images. I want you to get creative. I need you to show me that you know how to build a unified form form several images

or colored cut-outs. And finally, at least one of your collage elements

must be hand-drawn. This could be anything—as long as it fits within the context of your collage.

The teacher will answer any student questions at this

time. Teacher: To visually clarify how one might create a

mixed media collage using this criteria, I have created a couple of collages for you all to look at that meet my own expectations. Please, take some time to view them and

consider how they satisfy the project criteria. Teacher: Additionally, if any of you are interested in

creating deconstructed/altered books, shadow boxes, or digital collages, please come talk to me so that I can be sure you know how to apply this criteria to those

mediums. Everyone else may begin collecting resources for their collage.

Activity #3:

Amalgamating

Collage

Resources

Objective:

Students collect, arrange, and create resources

to use in their mixed media

collages.

As students collect resources and draft ideas, the teacher

will circulate around the room and offer help where needed, give advice, and formally assess how well the lecture communicated the lesson's objectives. The teacher

will also make note of any subjects that need reteaching or methods for providing better insight to students

struggling with the content.

Media

- charcoal (vine, permanent) - graphite

- pastels (oil, chalk) - paint (oil, acrylic,

watercolor) - ink (markers, pens, india ink)

Material Resources

- magazines - newspapers

_55_ min

- paper (drawing,

card stock, newsprint, watercolor, fine

grain, large grain) - cardboard

- picture books - photographs

CLOSURE:

Clean-up and Review

5

min

Five minutes before class ends, students will be asked to

put any stray paper clippings in the recycle bin, add their collected resources to their portfolios/drawers, and generally clean their work areas.

When the class' condition is satisfactory, the teacher will make a final announcement.

Teacher: For the rest of the day, I want you to keep this project in the frontal lobe of your brain. That's the planning area. I want you to look around at your

environment. Are there places you'd like to photograph and include in your collage? Are there discarded images

or items you could recycle? Also, think about your theme. Think about what you want to say and how you are going to say it. The artists we talked about today looked at the

world around them and decided to comment on their environments using real world artifacts to express their ideas. Thanks for listening, have a great day.

-recycle bin

-trash can

Assessment:

Formative – The teacher will formatively assess student understanding based upon the questions they

have during and after the project discussion, the resources they collect, and the content that needs reteaching. Summative – The teacher will summatively assess student understanding based upon the mixed

media collages the students create as a result of this presentation.

TEKS: Four basic strands

perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students

are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas

creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and

evaluations.

Perception. The student develops and organizes ideas from the environment. The student is

expected to:

analyze visual characteristics of natural and human-made subjects in a variety of ways,

illustrating flexibility in solving problems, creating multiple solutions, and thinking imaginatively; and

analyze visual qualities to express the meaning of images and symbols

Creative expression/performance. The student expresses ideas through original artworks, using

a variety of media with appropriate skill. The student is expected to:

solve visual problems by planning and attempting a variety of solutions;

solve visual problems and develop multiple solutions for designing ideas, clarifying presentations, and evaluating consumer choices, using design skills; and

select from a variety of art media and tools to express intent

Historical/cultural heritage. The student demonstrates an understanding of art history and

culture as records of human achievement. The student is expected to:

study a selected period, style, or movement in art;

trace influences of various cultures on contemporary artworks

Works and Resources Cited:

Pablo Picasso & Georges Braque, Violin and Pipe, 'Le Quotidien', 1913

Hannah Hoch, Cut with the Da-Da Kitchen Knife through the Beer-Belly of the Weimar Republic,

1919

Richard Hamilton, Just what is it that makes today's home so different, so appealing?, 1956

Romare Bearden, The Lamp, 1984

Corey Eiseman, Digital Collage, Ongoing: 2004 – Present, Below is the current state of his collage.