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Chinese Take Out Food & Painting Project Studio Art II

Lesson Title Art Form Grade Level

Chinese Take-Out Box Food & Painting Project

Studio Art & Design 2

10th-12th Grade

Grade Level Theme Key Concept LinkVisual Communication/Cultural Identity

Representational Design Cultural Awareness/Story Telling

Challenge

Redesign a Chinese food takeout box that tells a story about you, your family and heritage. In a form of a 3D box.

Assessment StandardsCOMMUNICATEExplore Theme– The student will investigate personal ideas and experiences related to the concept of self/communal identity to communicate meaning in design.Subject Matter – Use a variety of subject matter through literal and metaphorical approaches to communicate ideas about visual communication.Generate Ideas – Use a variety of independent and collaborative approaches to generate multiple solutions, and explain reason for selecting one divergent idea in response to art marking challenge.Experiment – Experiment to visually communicate unexpected occurrences throughout the art-making process on computer in photo manipulation.

CREATEContemporary and Digital Media Processes – Expand use of digital tools and techniques to create and enhance artworks.Digital Organization – Expand knowledge of digital file organization to include the back up of files and alternate storage options.Representational – Practice with representational imagery association to develop meaning in design.Color – Explore and analyze the use of color choices to make cultural/historical connection in meaningful design.Elements of Art – Identify and combine types of line, shape, form, texture, and value to create meaning in design.Principles of Design – Examine and incorporate emphasis, balance, and contrast to communicate ideas in design.Composition – Identify and combine a variety of compositional arrangements using positive and negative space, focal point, and rule-of-thirds to create meaning in artwork

RESPONDAesthetic Preferences – Analyze, interpret, and evaluate works of art based on personal and contextual criteriaAesthetic Perspectives – Interpret ways that social and cultural context can influence responses to artworksSubject and Formal Qualities – Examine how the choices in subject matter and formal qualities affect the meaning in their design.Interpretation – Identify the uses and impact of persuasive techniques in visual culture.

CONNECTImpact of Art – Examine ways that artists influence one another to advance artistic exploration and innovationApply Knowledge of Other Disciplines – Demonstrate knowledge from multiple disciplines when solving artistic problems and advancing the art process.


Supplies and Materials Images and Resources Chinese Take-Out Design

Agenda/Template Handout Heavily Manipulated Images Handout Chinese Take-Out Evaluation

Handout Tacky glue Used/old brush to apply glue Pencils Sharpies/Indian Ink Watercolor brushes (variety of sizes) Tempera paints Rough textured brown Kraft

Stonehenge paper 24”x 27” Rubber Cement or PVA Glue Scoring tool/X-acto knifes/Scissors Rulers Chinese Boxes—Large (6”x5”x5”) by

Westrim Crafts

Peaches and Jar. Herculaneum. (6th century).

Fruit Basket. Giuseppe Arcimboldo. (1590). Quince, Cabbage, Melon and Cucumber. Juan

Sánchez Cotán (1602) Kitchen Scene. Peter Wtewael (1620s,

Dutch). Still Life with Lobster and Fruit. Abraham

van Beyeren. Festoon of Fruit and Flowers. Jan de Heem.

(Between 1635 & 1684) Gamepiece. Jan weenix (1695, Dutch). Twelve Sunflowers in a Vase. Van Gogh.

(1888) Pot of Flowers and Fruit. Paul Cézanne.

(1888-1890) Still Life with Ginger Jar and Eggplants. Paul

Cézanne. (1888-1894)

Time Allotment Alternate Approaches8 - 90 minutes session Draw 2-D design of Chinese Take-Out Box without

assembling the box. If students would like they can just tape the box together.

Notes Score line where folding happens use a butter knife. Have a station for adhering the Kraft paper on to the

provided Chinese take-out box keep table surface clean for other students to use.

BEST PRACTICES FOR TEACHING AND LEARNING

Create a Student-Centered Learning Environment

Arrangement of Classroom Table group arrangement

Safe and Positive Environment✓ Cooperative learning/Class Critique✓

RelationshipsThink-A-Pair Feedback✓

Plan and Teach for Student Learning

Content Knowledge Athropomorphic/Illustration✓

Engagement✓ Short Videos✓

Teacher CollaborationSocial Studies/History Connection✓

Assess Student Learning

Goal Setting and ReflectionArtistic Process/Idea Development✓

Checking for Understanding✓ Self Reflection/Peer feedback✓

Assessments✓ Midpoint check✓Think-Pair

Lesson Session

Chinese Take-Out Food & Art Painting Project 1


EngageIntroduction trailer of Fold-Pak: Think About The Box (4:34) https://www.youtube.com/watch?v=mmF9E9Mj50U

Brainstorm the word cultural branding Make class mind map as graphic organizer example in front of class Show example of cultural branding products

Introduce Power Point Art challenge and cultural connection examples of food packaging engineering/designs in consumerism.

Have students explain what they see occurring in the exemplars that is cultural branding. Show images of popular food packaging logos. Questions to ask: What make these foods branding so popular? What about these logo identities makes it appealing?

Make connections of how artists had used food in art through art history to contemporary day. A History of Food Still Life. The Ancient Romans o Peaches and Jar. Herculaneum. (6th century).

http://www.art-prints-on-demand.com/kunst/roman/still-life-with-peaches-found-at-herculaneum.jpg

The Italian Renaissance (14 th century) o Fruit Basket. Giuseppe Arcimboldo. (1590).


The Spanish Baroque (15th century)o Quince, Cabbage, Melon and Cucumber. Juan Sánchez Cotán (1602)

http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/4 Food & drink in European painting (1400-1800)o Kitchen Scene. Peter Wtewael (1620s, Dutch).

https://www.metmuseum.org/toah/works-of-art/06.288/o Still Life with Lobster and Fruit. Abraham van Beyeren (Early 1650s, Dutch).o Festoon of Fruit and Flowers. Jan de Heem (Between 1635 & 1684)

http://www.timetrips.co.uk/still_life_history.htmo Gamepiece. Jan weenix (1695, Dutch). https://www.metmuseum.org/toah/works-of-art/50.55/ The 19 th Century o Twelve Sunflowers in a Vase. Van Gogh. (1888)

http://www.timetrips.co.uk/still_life_history.htmo Pot of Flowers and Fruit. Paul Cézanne. (1888-1890)

http://www.timetrips.co.uk/still_life_history.htmo Still Life with Ginger Jar and Eggplants. Paul Cézanne. (1888-1894)o Pot of Flowers and Fruit. Paul Cézanne. (1888-1890)

http://www.timetrips.co.uk/still_life_history.htm

Modern Period (1870-1930) Contemporary Period (1870-1930) o Eucharistic Still Life. Salvador Dalí (1952)

http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/8o Cakes. Wayne Tiebaud (1963)

http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/6



https://www.metmuseum.org/toah/works-of-art/50.55/


https://www.metmuseum.org/toah/works-of-art/06.288/






o Skinned Rabbit. Antonio Lopez Garcia (1972)http://flavorwire.com/330516/the-greatest-food-still-lifes-in-art-history/10

o Forest. Will Cotton (2003)http://www.theswellelife.com/.a/6a00e54ef168098833017d40c12a0a970c- 700wi

o Discuss class agenda. Share how challenge will incorporate previous projecto 50 States of Jell-O, American, Map it Good. Bompas and Parr (2010)

http://www.sergetheconcierge.com/2010/06/50-states-of-jello-america-map-it-good-with-bompas-and-parr-.html

o Mayonaise. Tjalf Sparnaay (2012) https://www.salomeartventure.com/en/artwork/493/mayonaise-tjalf-sparnaay.html

List criteria of Chinese take-out paintingo Show students teacher’s prototype of Chinese take-out painting box.

o Develop Pass out Chinese Take-Out Painting Agenda, Chinese Take-Out Painting

Rubric, Chinese Take-Out Painting Checklist handout. Instruct students to sketch thumbnail ideas on their Chinese Take-Out Box

Thumnails handout. Pass out actual blank Chinese Take-Out box for students to glue the rough brown Kraft paper on to their Chinese Take-Out box.

Demonstrate how to actually adhere rough brown Kraft paper on to their Chinese Take-Out box.

https://www.salomeartventure.com/en/artwork/493/mayonaise-tjalf-sparnaay.html

https://www.salomeartventure.com/en/artwork/493/mayonaise-tjalf-sparnaay.html



http://www.theswellelife.com/.a/6a00e54ef168098833017d40c12a0a970c-



Steps on How-To-Assemble Kraft Paper1. Trace the unfolded Chinese take-out box on to Kraft paper.2. Cut out traced Chinese take-out box design.3. Apply rubber cement to the Chinese template box using a used old brush.4. Place Chinese take-out box Kraft paper on bottom and carefully align and

place the applied glued Chinese take-out template on top.5. Press down on all the edges of the Chinese take-out template repeatedly to

insure clean craftsmanship.Create

Studio Time: Direct students to begin brainstorming their ideas on their brainstorm worksheet and draw their thumbnail composition of their take-out box design on their Chinese take-out box design template handout.

If ready students finish their brainstorming sheet they may work on adhering their brown Kraft paper on to their Chinese template box Westrim Crafts which the teacher will provide.

Walk around the room to engage and encourage individual ideas and trouble shoot as needed.

Reflect Finishes the brainstorming sheet & bring the food items or take picture of food

items arrangement at home for their 5 still life. Instruct students of clean up procedures.Assigned homework:Start finding food items or take pictures of arranged food items at home to prepare to draw composition on Chinese take-out box panel. Remind students that next class they will begin working setting up their food

arrangement for their still life, setting up their Kraft paper on their Chinese take-out box, or drawing on their Chinese take-out box panels.

Lesson Session

Chinese Take-Out Food & Art Painting Project 2-3Engage (15 minutes)


Display PowerPoint/Project Art Challenge Agenda for todayo Demonstration-Painting techniqueso Studio timeo Clean-upo Write any questions you have on Sticky Note to be posted on whiteboard to

problem solve next class.Develop (10-15 minutes)

o Demonstration #1: Demonstration: Gather student around cutting station to demonstrate how to properly adhere Kraft paper by cutting and using rubber cement to adhere.

Demonstration #2: Have students gather to watch as I set up a simple still life and discuss composition. You want at least 3 objects that will help in complexity in still life and make composition interesting.

Questions to ponder as you set up still life:1. Does your still life have a directional light source?2. What surface and background you want to setup your still life?3. Are your food objects vary in size and height to make things contrast?

Create (40-50 minutes)o Studio Time: Students will work on assembling their Chinese take-out boxes and

start on their brainstorming for placemat.o Students may use their headphones to listen to music as they work.o Walk around the room and assist students as needed and monitor progress.

Reflect (10 minutes) Instruct students of clean up procedures. Talk about how clean-up is part of their

“professionalism” grade. Troubleshooting Reflection: What difficulty you are having with your project? Leave a

sticky note of your question on white board with your name and class period. Remind students that next class they will continue to work on their still life.

Lesson Session

Chinese Take-Out Food & Art Painting Project 4Engage (20 minutes)


Display PowerPoint/Project Art Challenge Agenda for todayo Demonstration-Painting techniqueso Studio timeo Clean-upo Sticky Note Questionso Answer any sticky note questions

Develop (15 minutes)o Demonstration: Have students gather at in front of class at a table to watch me go

over how to use each of the possible 7 techniques: Wet-on-Wet, Dry Brush, Sponging/Stamping, Flat Wash, Dry-on-Wet, Gradated Wash, Negative Painting, Palette Knife, Glazing.

Create (40 minutes)o Studio Time: Students will work on their still life paintings.o Students can use headphones to listen to music as they work. Walk around the room and

assist students as needed and monitor progress.

Reflect (15 minutes) Instruct students of clean up procedures. Put away materials where they belong. Artist’s Intent, Viewer’s Interpretation—Students work in pairs. Every student fill out a peer

assessment sheet what she/he see in the Chinese take-out painting box in 4 steps.o Step #1: Descriptiono Make a list of all the things you see in the work of art so far. Describe the subject matter.o What is about?o What is happening in term of color? Composition?

Do not make any kind of judgment about the work. Don’t be bias.

Step #2: Analyzeo What Elements of Art did the artist use (line, shape, space, form, texture, color)?o What Principle of Design are used (rhythms, movement, balance, proportion, variety,

emphasis and unity)?

Step #3: Interpretationo What does this artwork communicate to you?o What is the artist trying to say?o Do you agree with the choice of colors and composition?o List any feelings or moods you get from the artwork.

Step #4: Judgmento Why do you think other people should see this work?o What would you do with it if you owned it?oWhat is worth remembering about this piece of art

Lesson Session

Chinese Take-Out Food & Art Painting Project 5-6Engage (12 minutes)


. Display PowerPoint/Project Art Challenge:Redesign a Chinese food takeout box that tells a story about you, your family and heritage. In a form of a 3D box.

Agenda for todayo Demonstration-Painting techniqueso Studio timeo Clean-upo Sticky Note Questions

Answer any sticky note questionsDevelop (15 minutes)

o Demonstration: Have students gather around one table for demonstration on “painting edges” and have discussion of why edges are important. Edges can tell viewers if the object is man-made material like plastic or packaging with crisp edges or soft edges for texture that are natural like the surface of a fruit or painting food sauce.

Create (53 minutes)o Studio Time: Students will work on their brainstorming for placemat & digitalizing

their Food Placemat.o Students can use headphones to listen to music as they work. No cell phone use.

o Walk around the room and assist students as needed and monitor progress.o If students are ready they may seek teacher permission and print their food

placemat design (14”x10”) on cardstock using inkjet printer.Reflect (10 minutes)

Instruct students of clean up procedures.

Remind students that next class they will have a class critique.Give students a project checklist to make sure they can see their progress and what is missing.


Lesson Session

Chinese Take-Out Food & Art Painting Project 7Engage (6 minutes)

Discuss class agenda.Go over criteria for critique.

Develop (3 minutes)o Demonstration: Have students gather to discuss project self-assessment sheet and

how to fill it out.Create (51 minutes)

o Studio Time: Students will work on minor details and project self-assessment sheet. Gather class last 45 minutes of class for class critique.

Reflect (30 minutes) Instruct students of clean up procedures. Classroom Critique questions :

oWhich of the take-out box is most unified? Which box have their still life painting connect?

oWhich box is most appealing to you and why? Which is most organized in composition?

o Is the text readable? Is the text easy to read in size and clarity? Does the images or background distract you from the text?

Fill out Self Reflection Handout. (10 minutes) Class Critique:

1. Students leave artwork on table.2. Stand up & write either as many “PQP” Praise, Question, Polish sticky note next to

peers artwork in (10 minutes).3. Teacher will read some students PQP sticky notes out loud.4. Teacher select ask the following questions:

Which one is most effective Chinese take-out painting box and why?Which one is the most unified painting box? And why?Which one is most appealing if you were a consumer that you would buy? And why?

4. Teacher Final Remark

Remind students to turn in painting box in a cardboard box.Next class they will need to start a new project. Good jobs artists!

Grade on craftsmanship and presentation. All projects must contain a label that indicates the following information

o Your Nameo Name of the Class (Period)o Title of Piece


Chinese Take-Out Box Still Life Painting-Grading RubricCategory/ Description & Criteria

Rubric Scale: Self-Evaluation

Points Earned

Points Possible

Comments

Creativity—Student’s artwork is original and apply critical thinking, research, and communicate a meaningful message.

0-4 Artwork shows no evidence of creativity or originality.4-8 Artwork includes an idea but lacks originality of idea or technique.8-12 Artwork includes unique ideas.12-16 Artwork includes several unique ideas and an exploration of multiple ideas.16-20 Artwork is completed with substantial evidence of effort, finishing touches, and good presentation and craftsmanship.

20

Craftsmanship/Presentation—Student understand good use of materials to achieve desired art goal with intentionality.

0-2 Artwork is incomplete.2-5 Artwork is completed with minimal effort and carelessly lacking in neatness.5-9 Artwork is completed with minimal effort, little craftsmanship, and few finishing touches.9-12 Artwork is completed with good effort, displaying craftsmanship, and few finishing touches.12-15 Artwork is completed with substantial evidence of effort, finishing touches, and good presentation and craftsmanship.

20

Painting Technique—Sighting(or other technique) has been used to achieve accurate

0-4 Work exhibits critical errors in the use of materials or skills specific to the task.4-8 Work exhibits the

20


proportions and angles in the painting.

You applied your knowledge of color mixing to portray colors with accuracy.(For example: using complements to darken or neutralize a color, brightening a color by adding yellow, making a color lighter but less intense by adding white, etc.)

use of materials or skills with a few errors.8-12 Work exhibits appropriate use of painting skills with good use of paint application.12-16 Work exhibits some level of understanding in use of materials, techniques, and skill.16-20 Work exhibits mastery of the materials, techniques, and skill.

Color—Used a variety of appropriate colors (at least 5-6) to reflect still life. Use good color relationship to create value/texture and differentiation between different still life elements.

0-2 Color choices do not represent the idea and application is poorly done.2-4 Ideas could have been expressed better with other color choices and better application.4-6 Color choices and application shows some knowledge of color theory and relationships.6-8 Artwork exhibits good color choice. Color is effective in expressing the idea.8-10 Color choice and application enhances the idea being expressed. Advanced color theory is demonstrated. The use of color is attractive and appealing.

20

Drawing Accuracy—Drawing show understanding of scale appropriate to actual still life, proportion and good spacing of placement of objects.

0-1 The drawing does not resemble the still life. No details have been included.2-4 The drawing of the objects is generic and not resemble the still life and is missing many details.4-6 The drawing of the objects resembles the real objects, although not realistically. Only a few details have been

10


included within the objects6-8 The drawing of the object is realistic to that of the actual objects. Many details have ben included within the objects, but not all of them.

8-10 The drawing is very accurate of the objects and is realistic to that of the actual object details within the objects have been included.

Composition/Design—The composition of the painting are dynamic, and allows the eye to move freely but intentionally through the drawing.

You considered size, view, and placement when designing your composition between foreground, middle ground and background.

0-1 Art exhibit lack of planning in the design and composition.2-4 Ideas are expressed with no unity in composition.4-6 Composition demonstrates limited knowledge of the Principles and Elements of Design.6-8 Artwork exhibits good composition and design elements.8-10 Artwork exhibits masterful execution of the Principles and Elements of Design (Line, composition, space, movement, balance, emphasis, pattern, unity, color, contrast, rhythm, texture, value, form)

10

Total 100


Guidelines to Setting UpYour Food Still life

o Visually Interesting, range of different texture, color and shapes (different height and width).

o Small enough to set up and arrange in the classroom (light, easily moveable)

o Durable enough to be handled safely by others (without sharp or dangerous parts)

o Able to be stored between classes without eroding, decaying or breaking (this is not necessary if the still life is being documented)

o Appropriate for others to view (not offensive)

List of Potential Food items to Bring Candy—preferably wrapper wrapped. Dessert—cupcake, donuts, macaroons, cookies, pie Condiments bottles—ketchup, mustard, sriracha, etc. Canned food—Macaroni & cheese, Campbell’s soup Soda, Juice, Energy drink—bottled or canned, boxed Fruit—Recommend to document because it is a perishable

food item.

STUDENTS’ WATERCOLOR STILL LIFE PROTOTYPE


TEACHER’S WATERCOLOR STILL LIFE PROTOTYPE

Ho w to Assemble Blank Chinese Take Out Box


dsf sdf1. Pencil trace Chinese take out 2. Trace pencil mark with 3. Unfold Chinese take out box by box template on provided sharpie for clarity. plying out metal hanger and Stonehenge Kraft paper 24”x 27”. unfold box.

fs

4. Materials used: scissors, 5. Apply rubber cement or spread 6. Carefully place Westrim old used brush (for PVA glue with old brush until Crafts Chinese box templatespreading glue), PVA glue or evenly coated. on top of glued area and use rubber cement. ruler to press ruler to get out

out any ceases or wrinkles.

7. Final blank Chinese take out painting box ready to be painted! Just refold the box. Make sure to poke holes where metal hanger supposeto enter and be attached.


Demonstration on Watercolor Painting Techniques


Chinese Take-Out Food & Art Painting Project


Project Checklist

Fill out checklist to turn in for grading.

Completed Brainstorming Thumbnail Sketch Sheet.

Printed documentation picture of your 4 food still life

Printed documentation of your 4 painted watercolor still life on your box.

Completed Chinese Take Out Food & Painting Project Self-Assessment Reflection.

Name: ____________________ Class period:


Chinese Take-Out Food & Art Painting ProjectSelf-Assessment Reflection

Answer the following questions in complete sentences. 1. How did working in series influence your art making?

2. What do you feel is the strongest element of your artwork? Meaning, what is the “thing’ that stands out when you are

looking at it?

3. How did the objects you chose for your still life communicate your ideas about food and art?

4. What artistic skills and techniques did you use to further develop while making this art?

5. What is your greatest personal discovery through this project?

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