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Fine Art

Mr. Raytis

Drawing I and Ceramics I

The Fine Art unit will explore several beginning techniques in 2D drawing, as well as, 3D ceramic sculpture. Students will be exposed to traditional as well as contemporary art forms from the Western Pacific Rim. In turn they will be challenged to create their own interpretations of their findings in the forms of Mythology based Masks, Iconography, Manga, and Surface Design. The students will be using technology to examine works of art online and to a read critical analysis of a contemporary exhibit, which we will be visiting while learning the skills of an active participatory experience. Throughout the unit I will be exposing the students to new Artistic terms. We will also begin learning the differences between a subjective/ objective critiquing processes. The students will be challenged to put this new artistic discourse to work through writing many reflections and sketchbook critiques. At the end of the unit the students will have a presentation and open critique which will include all projects completed during the four weeks. As a group we will decide which piece from each student is strongest and in turn will be displayed at our culminating Western Pacific Rim awareness event.

Grading

60 % will be divided for work completion

-Each section has one major assignment worth 15% each

40% will be a Participation Grade

-Participation will consist of journal entries, homework, and classroom involvement

Calendar

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

week 1

Japan

Common themes in Japanese Art history and their relationship to Manga and Anime styles today

Adapting stories and creating

Story boards

Formal drawing skills of composition and perspective

Intro to Formal aspects of line &

color

Field Trip to San Jose Museum of Art

How to be an active observer

Yoshitomo Nara exhibit

Objective

-Students will be introduced to four historical movements in Japanese Art from past to present

-Students will be shown slides and will compare and contrast the different movements and their connections with today's Manga and Anime styles

-Students will be exposed to methods of extracting key elements of story for visual representation

-Students will create story boards for the week's drawings

-Students will

be introduced to formal elements of perspective and composition through slide show of Manga examples

-Students will be introduced to elements of line and color through a slide show of contemporary and historical examples

-students will participate in expressive line exercise

-students will continue manga strips

-Students will be given worksheets to be filled out as pairs while actively observing artwork.

-Students will draw from artworks in their sketchbooks.

Literacy Aspects

-Students will be assigned a writing assignment to generate a short story or to recall a story for their Manga story line projects

-Students will also practice their oral communication skills in group discussion of slides

-Students will analyze written stories and adapt key elements into story board.

-Students will share story boards

with the group.

-Students will write and define new terms in their sketchbook

-Students will write new terms and definitions in their sketchbook journals.

-Students will work in pairs to answer questions and write reflections

MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Week 2 Philippines Iconographic Art in the Philippines	Icons in pop culture	Creating Iconographic Collage: creating symbolism	Creating Iconographic Collage	Presentation of collage
Objective Students will be introduced to the Spanish colonization of the Philippines through an examination of Iconographic art Students will examine the function of Icons and will brainstorm on Icons in our society	Students will define term icon As a group we will identify icons in our society Students will identify positive and negative attributes of Icons on our list	Students will create collage using images from Pop culture magazines and from hiphopcircuit.com Students will be exposed to symbolism and will gain practice decoding symbols in class	Students will work on collage Composition and juxtaposition will be discussed	Students will share collage and glossary of symbols with class
Literacy Aspects Students will write reflection in sketchbook journals on the purpose of icons in pop culture	students will write reflection in sketchbook on the function of an icon they can relate to.	Students will write glossary of symbols used in their personal icon collage.	Students will write artist statement in sketchbook journals	Students will practice oral communication skills in presentation

MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
week 3 Papua New Guinea Functions of Masks in Ceremony and Religion	Mythology based Mask Making	Mythology Masks	Glazing and color significance	mixed media: adding materials
Objective -Students will be exposed to functional uses of Art through examples from Papua New Guinea -Slides will be shown focusing on uses of Masks in Traditional and pop culture -Students will brainstorm ideas for personal myths or legends	Demonstration on ceramic techniques of slab making, slumping, and the score and slip technique -students will create quick sketch and begin ceramic masks	-Students will be given time to work on Masks demonstration on coil and pinch ceramic techniques	-Students will be introduced to the psychology of colors in regards to temperature and mood -demonstration on glazing techniques -students will glaze masks and options	-As a group we will examine uses of nails, raffia and other materials in masks of Papua New Guinea -students will experiment with adding materials to their masks
Literacy Aspects -Students will participate on oral discussion -Students will write two paragraphs summarizing personal myth or legend and its attributes	-Students will extract ideas from written assignment and translate to drawings.	-Students will define and write new terms in sketchbook journals	-Students will write and define new art terms in their sketchbook journals	-Students will share masks in groups and explain myth to classmates

MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
Week 4 Samoa Creating and Developing a Surface design	Function of design elements	Ceramic hand building	Application of Designs	Cumulative Critique
Objective -Students will be presented with Significance of SamoanTattoos in popular and traditional culture -Students will be exposed to elements of design, rhythm, and pattern	-Students will be exposed to techniques for creating own surface designs (drawing and transferring) -students will start drawings for surface designs	Demonstration on Slab built and pinched ceramic forms -Students will make form or relief to carve design on	Demonstration for design application. -students will transfer design onto form and carve relief.	Students will display all four projects from pacific rim unit. Students will critique each others work. Students will be introduced to difference between subjective and objective
Literacy Aspects Students will write reflection on purpose of Samoan Tattoos in contrast to american tattoos -students will define new terms in sketchbook journal	Students will take notes on design techniques in sketchbook journals	Students will share designs with class and discuss plans for application.	students will write reflection at home about what worked and what was difficult about project.	Students will participate in written critique Students will share best work with class

Lessons

Date: Monday of Week #1

Lesson #1

Michael Raytis

2d Art

Japan

9-12 grades

Historical Elements Employed In Manga And Anime

OBJECTIVE:

Students will be exposed to three historical and three contemporary Japanese artists, history and Ukiyoe styles. Kitagawa Utamaro (1753-1806) Ukiyoe floating world, Hokusai Katsushika (1760-1849) Ukiyoe/Manga, Utagawa Hiroshige (1797-1858) will be shown. Students will be asked to do a Brainstorm on similarities and differences. Similarities and trends will be examined from historical works. Contemporary Japanese artists will then be shown through slides. The list of the artists and their body of works will be, Yoshitomo Nara ìNothing ever Happensî, Mariko Mori ìPure Land and Nirvanaî, and Takashi Murakami ìSuper Flatî.

NOTES

Pictures for slideshow are on desktop under file name Japanese art pics. Write names of all artists in board with dates; this will keep flow of lecture moving. Make sure students all have sketchbook Journals form cabinet in the front of the room as they will be required to take notes.

STEPS

1. Set up projector with computer by USB cable and find slides on desktop file named: Japanese Art Pics.

2. Take role by having students collect sketchbook journals. The journals left in cabinet are Absent Students. Cabinet is to the left of the chalkboard. Each period is color coded.

3. Show slides. Have students identify characters of each artist. I have included a guide for this section. Students will be writing names and characteristics of each artist.

4. Connect to Manga web site and show examples of Manga artists. Ask students to identify three connections with previous paperwork shown.

5. Pass ot Ditto with five examples of Manga and Anime.

6. Introduce Homework assignment: Students will write a creative short story or recall a story which will be 3-5 paragraphs to base their Manga strip on. Encourage students to check Manga web site for type of ideas that may inspire their stories.

7. Students will return sketchbook journals

DIFFERENTIATED INSTRUCTION

Ell students will be given a handout with all artists names, dates, and terms to be discussed before slide show. The handout will help these students follow the discussion with more ease.

TIME ALLOTMENT

Lecture and slides will take 30 minutes. Students will be given Assignment at this point and will be given the last 25 minutes to begin work.

REFLECTION

Students may need help in drawing connections between artists. I will be guiding closely through this process.

LITERACY ASPECT

Students will take notes in journals. Students will be required to write story for basis of Manga strip.

ASSESSMENT

I will constantly be checking for understanding through random student selection process. I have all names on cards and will flip through them to pick a random name to ask questions to ensure understanding. Students will also be required to write notes in sketchbook.

MATERIALS

Slides shown with computer and projector and studentís sketchbook journal.

RESOURCES

Students will log on to hiphopcircuit.com and access the anime/manga link to see examples of work.

ASSESSMENT

LESSON #2

Michael Raytis

JAPAN

2D Art

9-12

Date: Friday of Week #1

How To Be An Active Observer: Field trip to San Jose Art Museum to see Yoshitomo Nara

OBJECTIVE:

Students will be introduced to active participation in the visual arts/museum setting. Students will work in groups to identify formal and symbolic aspects on artwork. Students will reflect on experience in journals and draw sketches. Students will use terms form Mondayís lecture and nor=notes in their own writing. We will discuss the difference between Objective and Subjective comments.

NOTES

Students will meet at the classroom at 12:00 and we will catch the bus at 012:15 on North side of campus. On the return trip, the bus will depart San Jose Museum of Art at 2:45.

STEPS

1. Have students bring journal from classroom cabinet.

2. Randomly select student pairs. Do not allow students change partners.

3. On bus, en route. Give quick examples on the difference between objective and subjective comments. Pass out laminated artworks to each student, allow them to offer three of each type of comments in sketchbook.

4. Check in with the students and have them share comments.

5. Arrive at San Jose Art Museum and pass out Active Observant Worksheet. Explain proper museum conduct and consequences of misconduct.

6. Dismiss group with partners and worksheets. Establish meeting time of 2:25 for return.

7. Make small group to guide with differentiated learners

8. Meet for return and debrief students on transit. Collect worksheets.

DIFFERENTIATED INSTRUCTION

ELL students will work with me in filling out their worksheets and the terms will be provided on worksheets.

COLLABORATION

All students will be working in pairs and will problem solve together when working on sheets.

TIME ALLOTMENT

12:00 to 3:30 including travel time

Mini discussion on Bus 25 minutes

Briefing at Museum 15 minutes

Students will view exhibit for 1.5 hours

and complete worksheets with partners

Meet and Return to bus for return trip 45 minutes

REFLECTION

The mini lecture on the bus was difficult to have all students engaged. As a group more time would have been preferred in order to see other exhibits and the permanent collection at the museum.

LITERACY ASPECTS

Oral communication will practiced in group work. New vocabulary will be introduced and used in written reflections.

MATERIALS

Sketchbook, pencils, worksheets

RESOURCES

Students will log on to hiphopcircuit.com and follow link to MOMA site and read critical review of Yoshitomo Nara exhibit in New York.

ASSESSMENT

Students will log on to Nara web site to read critical reflections on retrospective of art show. They will be assigned to identify any similarities to what they experienced and to identify two subjective and two objective comments. This will be written in sketchbook journals.

LESSON #3

Michael Raytis

Ceramics

Philippines

Grade 9-12

Date: Wednesday Of Week #2

Creating Your Own Iconography: Collage

OBJECTIVE:

Students will create their own Iconographic image employing the use of three or more symbols which they will find or invent. Function and uses of symbolism will be discussed. Traditional and Popular culture examples of Iconography will be identified and discussed. Formal elements of juxtaposition and composition will be demonstrated as tools in the medium of collage.

MATERIALS:

Pop culture magazines, scissors, glue, colored pencils, poster boards cut into 14îx 10î pieces, sketchbook journals.

STEPS:

1. Student attendance will be taken while counting extra credit homework points for bringing in magazines from home.

2 . Show slides on contemporary and traditional uses of symbolism. Demonstrate the term decoding in visual arts. Decode images for students to demonstrate its function. Check for understanding by offering examples for class to decode.

3. Have class brainstorm symbols in popular culture and write on board. e.g. sports insignias, brand names, MTV symbols. Show slides of contemporary and historical Icons and symbols.

4. Demonstrate formal elements of juxtaposition and composition by moving precut images around on sample collage board. (18îx24î) Students will record definitions in sketchbook journals

5. Lay out guidelines of collage. Must employ the use of three symbols and one figure. Students may draw on board to tie images together.

6. Students will work in groups to share materials

7 pass out magazines, scissors, glue, colored pencils, and precut poster board.

students will be given rest of period to begin collage.

DIFFERENTIATED INSTRUCTION

A handout will be given to the ELLís with written definitions of terms and visual samples of the new art concepts.

COLLABORATION

Students will work individually but sit in groups to share materials and ideas.

TIME ALLOTMENT

Discussion and slides will be conducted during the first 30 minutes. Students will be given last 20 to start collage and whole period the following day to finish.

REFLECTION

Students had a difficult time decoding images and needed a lot of coaching because the references were unfamiliar to them. Next time I could make the images more relevant to students interests.

LITERACY ASPECTS

Students will practice decoding visual images. Students will write guides to understanding their own icons.

MATERIALS:

Pop culture magazines, scissors, glue, colored pencils, poster boards cut into 14îx 10î pieces, sketchbook journals.

RESOURCES

Students will log on to hiphopcircuit.com to find power figures from popular culture. Images may be downloaded for collage. Students can print off downloads on color printer in class.

ASSESSMENT

For homework students will write guide to Iconographic collage, explaining symbols employed, significance of Icon and personal meaning. Students will present iconographic collage at end of week.

Lesson #4

Michael Raytis

Ceramics

9-12 Grades

Papua New Guinea

Date: Tuesday of Week #3

Mythology and Mask Making

\OBJECTIVE:

Students will create ceramic mask that represents personal myth story. Myths will contain power figures from pop culture. Students will be introduced to building slabs and draping from molds out of clay. They will also be exposed to the technique of score and slip to build structurally sound ceramic pieces.

MATERIALS:

rolling pins, 1/4î wooden sticks, drape molds, plastic, needle tools, wood boards, pencil and paper.

NOTES:

Students will be working from stories and quick sketch assigned form previous evenings homework. Slab Rolling and Draping demo needs to be set up before class.

STEPS:

1. Take attendance and check for homework completion.

2. Demonstrate technique of slab making. List tools needed and show students where to find them. All cabinets are labeled.

3. Use drape mold size appropriate for mask size and drape the clay over the mold. Demonstrate the use of plastic to keep slab form shrinking on mold.

4. Cut out slab once draped over mold. Show students how to recycle scraps in their bags.

5. Talk about symmetry and have students write terms in sketchbook.

6. Introduce the term Exaggeration in Art/ Sculpture context. Emphasize exaggeration in Added features. Adding features can be coils, pinched forms, slabs or cut outs.

7. Demonstrate the method of score and slip, when adding noses, eyes, ears, and symbols. Have students define terms in the sketchbook.

8. Students will work on Masks.

9. Give 10 Minutes for cleanup.

TIME ALLOTMENT

Demonstration will take 15 minutes.

Students will begin slab work for 15 minutes.

Quick demo and intro to new terms 10 minutes.

Clean up 10 minutes.

COLLABORATION

Students worked in groups to share tools and clay.

DIFFERENTIATED INSTRUCTION

Ell students will be given handout with all terms and visual examples to refer back to.

ASSESSMENT

Students will turn in sketches. Discuss stories, functions and purpose of their personal mythology. Ask students the difference between mythology in popular culture and traditional culture.

LITERACY ASPECT

Students will be turing in written assignment. The students are encouraged to look at the clay station link on hip hop curuit.com to examine to examples of mask making in traditional mask making.

REFLECTION

Students had difficulty creating original myths. More tools were needed in order to have students all make slabs at the same time.

RESOURCES

Students will log on to hiphopcircuit.com and follow link to Clay station to look at examples of Masks and figurative ceramics. They will be required to write a brief description and the names of two works of art.

LESSON #5

Michael Raytis

Ceramics

Samoa

9-12 grades

Date: Monday of Week 4

Samoan Tattoo: As Reference For Surface Design

OBJECTIVE:

Students will be introduced to functions and tradition of tattoo in Contemporary Samoan culture. In contrast we will have quick write exercises on functions of tattoo in American popular culture. Students will compare and contrast two cultures in regards to tattoo. Students will be exposed to elements of design (rhythm and pattern) through Tattoo slide demonstration.

NOTES:

Slides are on desktop under file name TATTOO along with a list of their sources.

STEPS:

1. Students will do a quick write/ brainstorm in response to ìpurpose of tattoosî which will be written on board.

2. Take attendance during free write.

3. Show slides focusing on samoan tattoo tradition. Visual examples will be discussed as well as a history of tradition will be discussed.

4. Review same slides. This time call attention to elements of design. Organic, Mechanical, rhythmic, and patterning. Students will record terms/ and definitions in journals.

5. Have students write new terms in sketchbook journals.

6. Check in with students on quick write. Use random selection for student sharing of quick writes.

7. Show slide examples of tattoos and function in popular culture.

8. Discussion on Differences and similarities of two cultural uses of tattoos.

9. Assign homework for students to divide a 12 x 12î piece of drawing board into 4 equal squares. Four original pattern designs must employ new terms: Organic, Mechanical, and Rhythmic. Examples will be given in handout.

DIFFERENTIATED INSTRUCTION

ELL students will be given handout with definitions of all new terms and visual examples to reference back to.

REFLECTION

Students needed more examples to fully grasp new design terms. It would have been more helpful to have a drawing exercise we could have done together during class.

LITERACY ASPECTS

Students will practice writing skills in reflections. They will build vocabulary with new terms and definitions.

MATERIALS:

Pencils, sketchbook journals, slide shown through computer and projector.

RESOURCES

Students will log on to hiphopcircuit.com and look at link to Samoan Tattoo for design sources.

ASSESSMENT

Students will convey understanding of elements of design through homework assignment generating four designs. A written reflection in sketchbook journals will check for understanding in compare and contrast exercise.