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I. OVERVIEW LESSON TITLE: Never Hide Noise LESSON SUMMARY:

This lesson will explore repurposing materials to use as art supplies, while exploring the work of artist Erika Iris Simmons. Students will utilize symbolism to visually depict a song lyric of their choice using the cassette tape as their primary material while focusing on contour line and shape.

TEACHER(S) NAME: Samantha Berk GRADE LEVEL: 7 ANTICIPATED CLASS SIZE: 20 CLASS TIME/DATE: 40 Minutes 2/3 Days/week 5 # Session(s) A. BIG IDEA (UBD): Repurposing B. ENDURING UNDERSTANDINGS (UBD):

The term repurposing means to use or convert for use in another format or product. Repurposing is a growing concept that can be seen as a way to protect our environment. One experiences a feeling of accomplishment by coming up with a solution and creating something new from something considered useless or disposable. Repurposing develops an essential habit of becoming resourceful in our lives and relying on our innate skills in a new and useful way. It is important to be able to change the ways we think, as well as know how to utilize our talents, skills and abilities to create. Students will further develop problem-solving skills that will be utilized beyond the art classroom in a society driven by the idea of evolution.

C. ESSENTIAL QUESTIONS (UBD):

1. How would you define the term ‘repurpose’? 2. Why is repurposing important? 3. How can you repurpose music? 4. How does repurposing relate to art?

D. BACKGROUND INFORMATION Students should be able to work with the selected materials with ease, as the most foreign material handled is the cassette tape. It is expected that students have substantial knowledge of the topic addressing recycling and the reuse of these materials in the context of artmaking. Students will develop their fine motor skills throughout this lesson as working with the pieces of cassette tape requires attention. Behaviorally, students are expected to enjoy this lesson and be on task, therefore we do not necessarily foresee any issues. The artist will be attending some of the classes as well, which will surely motivate them to work diligently.

E. MATERIALS/EQUIPMENT, ROOM ARRANGEMENT 1. MATERIALS/EQUIPMENT:

Cassette Tape Pencil

Clear, Liquid Glue Canvas Board (9 x 12) Gesso Scissors

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X-acto Knife (optional) Ziploc bags

2. ROOM ARRANGEMENT: The students will be arranged in a horseshoe format with an additional row, with the teacher’s desk in the middle. The horseshoe will face the front of room with chalkboards and a projector. Materials will be available on the counter spaces, which is on the perimeter of the classroom.

F. VOCABULARY and REFERENCES/SOURCES 1. VOCABULARY:

Repurposing: to use or convert for use in another format or product Music: an art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color (dictionary.com) Recycling: to undergo reuse or renewal (dictionary.com) Contour Lines: Contour means “outline”, and presents exterior edges of objects. A plain contour has a clean, connected line and emphasizes the “shell” of the subject. More complex contours can imply shading values through interior outlines and texture. Symbolism: the representation of an object or idea using imagery to show meaning or character Composition: the placement or arrangement of visual elements or ingredients in a work of art

2. REFERENCES/SOURCES:

Erika Iris is a self-taught artist. She holds a degree in Russian Language and Literature from Washington University in St. Louis. Her interests are broad and she loves challenging projects of all types. Most of her work focuses on data and memory. Her work has been internationally exhibited and widely published in national newspapers, books, magazines and television programs. Erika lives and works in Princeton, New Jersey.

http://iri5.com/ http://www.youtube.com/watch?v=LjhCEhWiKXk

II. STANDARDS/OBJECTIVES A. STANDARDS Visual Arts Content Statement: The creation of art is driven by the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement. CPI #: 1.3.8.D.1 CPI: Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).

Students will create two-dimensional artworks through the use of contour lines and composition.

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Content Statement: Symbolism and Metaphor are characteristics of art and art-making. CPI #: 1.4.8.A.5 CPI: Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual arts.

Students will create artworks that metaphorically represent a song lyric of their choice.

Content Statement: Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. CPI #: 1.4.8.A.6 CPI: Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.

Students will use cassette tapes as an unconventional material to create artworks using traditional elements of art and principles of design.

Content Statement: Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work’s content and form. CPI #: 1.4.8.B.2 CPI: Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art.

Students will actively participate in a critique in which they will provide constructive feedback on the artwork of their peers as well as be able to discuss their own piece while using learned knowledge.

Common Core – Language Arts CCSS.ELA - Literacy.SL.7.1 Content Statement: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Students will actively participate in a series of discussions both as a class with the instructor as well as with their peers. Students will be able to develop a better understanding of the main concepts including contour line, repurposing, and symbolism.

B. OBJECTIVES: LIST STUDENT OUTCOMES (IN MEASURABLE TERMS) 1. Students will utilize ideas of symbolism and metaphors through transforming chosen

verbal lyrics into a visual image. 2. Students will be able to develop an understanding of repurposing through the use of

cassette tapes as their primary material and through participation during in class discussion with the visiting artist and a final critique.

3. Students will demonstrate an understanding of contour line and composition by demonstrating personal growth from the sketching process to the completion of their final work.

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III. LEARNING EXPERIENCE A. INTRODUCTION (Motivational Dialogue) Day 1 Prep Students will be prepared with a few different printed songs lyrics of their choice

to be used in today’s planning activity. Teachers will also have additional options in the event of students either not bringing in their own references, have brought in inappropriate choices, or feel that they may have trouble finding ways to create imagery from the lyrics they chose.

2 mins Students will enter the classroom and find their seats. Teachers will introduce

themselves to the class and express their excitement for the upcoming weeks. 5 mins The teacher will present the Bruno Mars music video, Just the Way You Are, to act

as the “hook” for the lesson.

Teacher: We are going to be showing a music video that many of you may recognize. We would like you each to try and figure out what we as a class will be creating for the next few days, so pay close attention! One hint- we are not singing- you wouldn’t want to hear that!

*Show Video* http://www.youtube.com/watch?v=LjhCEhWiKXk (attached to Prezi)

Teacher: Did anyone recognize the song? Students: Yea! I love Bruno Mars! He is awesome! Teacher: Have any of you seen this video in particular? Student: (some students may say yes, while others may say no) Teacher: What did you notice throughout the video, that can relate to what we

could be doing for the next week? Student 1: Maybe something with using music in art? Maybe we are making our

own music video? Student 2: Maybe something with how the cassette tapes transformed into

scenes? Teacher: Those were all great guesses! So for the next 5 classes, we will be

creating images using cassette tapes, just like you saw in the video. We are actually all very lucky to have a special guest today, the artist herself! We would like to introduce Erika Iris Simmons, and she is going to talk with us for a few minutes about herself, her life as an artist, her artwork, and her inspirations.

8 Mins Artist Talk- Repurposing (or Prezi on bio if she cannot attend) 1. About artist Erika Iris Simmons 2. Artist Examples 3. What is Repurposing? 4. What are contour lines? 5. Teacher Example

20 Mins The teacher will address the big idea of Repurposing to the students and discuss

the importance of this process. How they will be repurposing not only the

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materials but also the original purpose of the song from verbal to visual will be important to discuss as well.

The teacher will present the song and lyric choice that was chosen in creating the teacher example. They will explain why they chose the lyrics within the song, as well as how they were able to develop imagery from these lyrics.

Students will then be instructed to read through the songs they brought into class. Next, they will highlight a specific line within each song that they feel they may be able to visually depict. Finally, students must sketch some ideas and symbolic images that they feel may accurately represent the lyrics in a simple and effective way. Teacher: Thank you so much Erika! It is essential to recognize the importance of

repurposing materials, which means to reuse an object in a different way. We are not only repurposing cassette tapes, but we are also repurposing the song by transforming music into visual artwork, just as Bruno Mars and many other artist do throughout the creation of a music video.

For our teacher example, we chose the song “It’s Time” By Imagine Dragons (play song) Can anyone guess which lyrics we may have chosen? We chose the specific line “the city never sleeps tonight.” We then created a visual representation using Erika’s techniques. You will notice our example utilizes simplistic contour lines and shapes to depict our images since we will be using cassette tapes for the final artwork. Can someone tell me what contour lines are?

Student: Lines that outline an image. Teacher: Yes! Contour means “outline”, and presents exterior edges of objects. A plain contour has a clean, connected line and emphasizes the “shell” of the subject. More complex contours can imply shading values through interior outlines and texture.

Now we would like everyone to take out the lyrics that you were asked to print and bring into class. For the next 15 minutes, we would like you choose and highlight a specific line from each song that you feel that you would be able to visually depict. You should be thinking about how you plan to simplify your imagery, using minimal detail, and only choosing the most vital information to share. Think about utilizing symbolism when choosing the images that will represent the meaning of the song or lyrics.

5 mins Clean up/Closure Students will put their lyrics back into a folder that is organized with their

class. Students will also answer the question on their exit slip to assess their knowledge thus far:

What is repurposing? Once the bell rings, the student will proceed to next period.

Homework Bring in additional references that will aid in the process of creating the sketch for

the final image they will be using for their assignment.

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B. SEQUENCE OF ACTIVITIES/ORGANIZER Day 1 40 mins **Introduction/Motivational Dialogue Day 2 Prep Students will have their sources ready to be used as inspiration throughout the

sketching process. At this point in the planning process, students are able to think about developing an interesting composition by designing several potential sketches to transfer onto their canvas. Canvas board and pencils will be available for the students, once their sketch is approved to begin translating their image to the canvas board.

2 mins Students will arrive to the classroom and be seated at their desk.

5 mins The teacher will ask questions to review content from Day 1.

Teacher: Good Morning class! We hope everyone had a nice weekend! So can anyone remind the class who Erika Simmons is?

Student: She is the artist that we are using as inspiration for our projects! Student: She makes her artwork using cassette tapes and she made the video for

Bruno Mars! Student: She uses contour lines to represent her subject matter. Teacher: Exactly! She repurposes the cassettes as the main material for her

artwork! Can somebody define repurposing and how it relates to Erika’s artwork?

Student: Repurposing is when you reuse a material in a different way. Erika repurposes cassette tapes as her material in her artwork!

Teacher: Does anyone know why it is important to repurpose materials? Student: It is important to be resourceful and utilize creative materials in order to

create innovative art! Teacher: Perfect! Right now we would like you guys to split into groups of 2 or 3

with the people sitting next to you. Within your groups, we would like you to discuss the images you brought into class! Discuss why you chose your image and what it the image represents! Discuss if the image is symbolic and how you plan to transform the image using contour lines.

The following questions will be written in the front of the classroom:

What image did you chose and how does it relate to the lyrics? Is the image symbolic in anyway? How are you planning on transforming the image using contour lines?

5 Mins The class will split into groups and share their ideas with their classmates. Discussion will be framed around the use of symbolism and the brainstorming for the sketching process.

25 Mins Sketching

The teacher will now get the student’s attention and provide the directions for the next step.

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Teacher: We are now going to be applying what we have discussed. We would like

you to choose the lyric that you will be depicting in your final piece. Using your lyrics as a starting point, we would like you to create 3 different contour line sketches using images that symbolize the chosen lyrics. This sketch is really important because this will be your plan for your final layout. Make sure you think about the composition of your artwork as well as considering the fact that you will be using cassettes tapes for the final piece. That means you must simplify the shape while still clearly representing your image. Some tips when simplifying your images include thinking about the most important information as well as referring to Erika’s artwork throughout this process. When you have three different ideas, please raise your hand and we will come around to approve one version to transfer onto the canvas.

Once the students have been approved, they will begin their final piece by enlarging their image onto the canvas board. Students will be instructed to draw lightly on the board to promote neatness. The teacher will be available as the students work to answer any additional questions regarding students’ personal work.

5 Mins Clean up/Closure

At this time, the teacher will instruct the students to stop drawing and begin to clean up their artwork. Students will put their sketches and canvas into their designated folder/drawer. In order to assess the student’s knowledge thus far, the teacher will ask students to answer the questions for Day 2:

What is symbolism? How are you representing your lyrics through symbolism?

Once the bell rings, the student will proceed to next period. Day 3 Prep Students will have completed three draft sketches, have chosen their final image,

and have finished transferring their image to canvas board. 2 mins Students will arrive to the classroom and be seated at their desk. 5 mins Artist Introduction (if she was not able to attend day 1)

The teacher will introduce the artist, Erika Simmons, (if she was not able to attend on day 1). Erika will talk to the students a little about herself to the students and talk about how she became interested in repurposing cassette tapes as her art material.

5 mins The artist introduction will lead into the demonstration of how to apply the

material to the canvas board. Students will gather around the table in order to observe the demonstration.

Teacher: Okay, we would like everyone to gather around the table for a quick

demonstration. At this point, you should be finishing up your final sketch on your canvas board. Remember, you should have created simplified lines and shapes while still clearly depicting your lyrics. The final step of the project will be laying the cassette tapes over the lines that you have drawn. It is very

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important to be extremely neat and precise when laying down the tape and applying glue in order to clearly represent your image.

1. Before you apply the tape, pre-cut the strips to make it easier for when apply

the tape. 2. After you pre-cut the tape, you will apply a minimal amount of glue to a section

of the canvas. 3. Next, you will lay down the tape on the section of glue. Be careful not to touch

the tape once it is placed on the glue because it will slide around. 4. To fill in the space, you have a few different options. You can either pre-cut

strip and lay each one individually, you can bunch the tape together to create some texture. OR you can use 1 long strip of tape and continuously lay it down until the space is filled.

The teacher will ask Erika if she has any additional advice for the students when applying the tape to the canvas board.

Does anyone have any questions?

23 Mins Students will be given this time to work independently. Teacher will actively

circulate the classroom and ensure that students are on task. 5 mins Clean up/ Closure

At this time, the teacher will instruct the students to stop drawing and begin to clean up their work. Students will put the stray tape pieces into Ziploc bags, their sketches and canvas onto the drying racks, and will take out the reflections sheet. In order to assess the student’s knowledge thus far, students will answer the following questions for Day 2:

What is symbolism? How are you representing your lyrics through symbolism?

Once the bell rings, the student will proceed to next period. Day 4 Prep Students will have begun the final assignment and will be ready to begin working.

2 mins Students will arrive to the classroom and be seated at their desk. 3 mins Teacher will conduct a quick discussion reviewing contour lines and

composition.

Teacher: Good morning class! We are going to have a quick discussion reviewing composition and contour lines! Can somebody please define composition for class?

Student: Composition is the layout and arrangement of the individual elements of an artwork

Teacher: Awesome! Can somebody define contour lines? Student: Contour lines are the outlines to define a subject matter!

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Teacher: Good Job! Today is going to be a work day! You should be on the final step where you are applying the tape to your canvas board! If you have any questions or need assistance, we will be around to help!

30 mins Applying the tape

Students will be given this time to work independently. Teacher will actively circulate the classroom and ensure that students are on task.

5 mins At this time, students will stop what they are working on and put away the materials they are using. Students will place their extra tape pre-cut tapes into their assigned Ziploc bag.

Students will be asked the questions below in order to assess their understanding.

What is contour line? What is composition?

C. CLOSURE/CULMINATING EXPERIENCE (Sharing & Reflecting) Day 5 Prep Students will be approaching completion of the final assignment. Students will be

ready to begin working and prepare for an in class critique. 2 mins Students will arrive to the classroom and be seated at their desk. 18 mins The teacher will inform the students of the schedule for the day.

Teacher: Good morning class! Today we will be finishing up the last minute details for the first 15 minutes of class. By the end of the 15 minutes you should have painted the actual tape and have attached it to your canvas, while incorporating it into your image. Then we will conduct a small critique where we will come together as a class and discuss and share the final projects.

Students will be given this time to work independently. Teacher will actively circulate the classroom and ensure that students are on task. If students are finished with their piece then they are asked make sure that they know what they would like to say during the critique about their piece, and they can ensure that they are completed with the reflection sheet.

The following question is the final question that should be left to answer on the reflection sheet:

How else can you use repurposing in art or in life? 15 mins In class critique

At this time, students will stop what they are working on and put away the materials they are using. Students will place their extra tape pre-cut tapes into their assigned Ziploc bag.

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Students will participate in a class critique at the conclusion of the period and will each have an opportunity to discuss their artwork with the class. The student will have 30 seconds to address the following question: How did you represent your lyrics through symbolism?

5 mins Closure

Once the bell rings, the student will proceed to next period. D. ADAPTATIONS/MODIFICATIONS ADHD To help students focus with ADHD, the student may have difficulty focusing when choosing song lyrics or how to depict them. To handle this, the students will be provided with songs to choose from to stimulate their thinking and save the student time. Also, if students prefer to be working while standing, they will be permitted to do so throughout the class period. Differing Paces Students that are performing at an exceptional skill level will not only be expected to design a more complex image, but will be encouraged to complete an artist statement to accompany their piece. If students find themselves behind on time, their images can be cropped in an interesting way to need less tape and will require less of a time commitment. The techniques in applying the tape also vary in difficulty so students will be able to adjust their chosen techniques based on their individual speeds. Students are encouraged to meet during their free periods throughout the course of the lesson to continue working on their projects. Physical Impairment- issue with motor skills There will be precut cassette tape available for students will physical impairments. This will thus allow the students to focus more on the art-making activity rather than the process of cutting the tape. If using the tape as the material proves to be an issue in more severe cases, students may use a variety of materials to compensate including strips of paper or magazine, or a more controlled medium such as paint or marker.

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IV. LESSON ANALYSIS A. STUDENT ASSESSMENT 1) FORMATIVE: Reflection Worksheet

Students will progressively complete this worksheet throughout the lesson to ensure that the teacher is effectively expressing ideas that will reflect in the rubric.

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2) RUBRIC

Criteria/Objective Exceptional (3 pts)

Satisfactory (2 pts)

Needs Improvement (1pts)

Student transformed chosen verbal lyrics into a visual image utilizing ideas of symbolism and

metaphors and can effectively defend their decisions.

Student successfully transformed chosen lyrics

into a visual image utilizing ideas of symbolism and

metaphors. Student can also verbalize each aspect of their

decision process in an exceptional manner.

Student transformed chosen lyrics into a visual image utilizing some ideas of

symbolism and metaphors. Student can verbalize some

aspects of their decision process.

Student did not transform chosen lyrics into a visual image utilizing some ideas

of symbolism and metaphors. Student can

verbalize some aspects of their decision process.

Student displays an understanding of repurposing

through participation during in class discussion and final

critique.

Student displays an exceptional understanding of repurposing through active participation during in class

discussion, final critique, and the reflection sheet.

Student displays a satisfactory understanding

of repurposing through active participation during in

class discussion, final critique, or the reflection

sheet.

Student does not display an understanding of

repurposing through lack of participation during in class discussion or final critique and incorrect response on

the reflection sheet.

Students will demonstrate an understanding of contour line

and composition by demonstrating personal growth

from the sketching process through the completion of their

final work.

Student demonstrates an exceptional understanding of contour line and composition

by demonstrating personal growth from the sketching

process through the completion of their final

work.

Student demonstrates a satisfactory understanding of contour line and composition

by demonstrating personal growth from the sketching

process through the completion of their final

work.

Student lacks an understanding of contour line and composition by

demonstrating little growth from the sketching process through the completion of

their final work.

Student Neatness/Effort Student achieved neatness in their work and displayed

exceptional effort throughout the lesson in entirety.

Student achieved satisfactory neatness in their

work and displayed some effort throughout the lesson.

Student did not achieve neatness or display effort

throughout the lesson.

Total Points or Grade (out of 12):

Teacher Comments:

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____________

____________

 3)  STUDENT  EXAMPLES