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Name: Dale A. Gregg |
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School District: Conestoga Valley |
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Lesson Title: The Non-Objective Object |
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Grade Level: 3 |
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Piloted with students in grade: 3 |
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PA STANDARD AREA: ARTS AND HUMANITIES
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Specific Standard: (write out from grade 4 or 7 or 10 or advanced column in standards document): 7.1.4 (3) A, B, C, H, J A. Know and use the elements and principles of visual art form to create works in the arts and humanities. Elements - (color, form/shape, value). B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts. (Balance, contrast, emphasis/focal point, repetition, and unity/harmony). C. Recognize and use fundamental vocabulary within each of the arts forms. H. Handle materials, equipment and tools safely. J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. 7.3.4 (3) B B. Know that the works in the arts can be described by using elements, principles, and concepts.
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Lesson Topic/theme: Non-objective art: a tissue-paper montage |
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Overview: Students will create a non-objective work of art in the style of Helen Frankenthaler. Along the way, decisions will be made regarding the elements and principles of art, especially focal point. |
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Keywords: Montage, Helen Frankenthaler, emphasis/focal point, pattern, form/shape, line, value, balance, contrast, repetition, and unity/harmony. |
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Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .) Students will be able to identify the focal point in Helen Frankenthaler's work. Students will create a non-objective project featuring 3-5 colors of tissue paper while showing evidence of size, shape, and value variations. Students will be able to identify the focal points of their piece and the pieces of others. Students will be able to describe works of art (their own and others) by using the arts elements and principles of design. Students will demonstrate proper use of the materials, equipment, and tools.
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Materials: (type in 8 lines or less) Oaktag or scrap matt board (9" x 12"), tissue paper (various colors), glue, brushes, paint palettes, water containers, ebony pencils, #2 pencils, white-colored pencils, and scissors. Frankenthaler visuals:
The Bay
Robinson's Wrap |
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Warm-Up: (type in four lines or less) Students will be introduced to the work and style of Helen Frankenthaler. Students will also be introduced to the concept of non-objective art. The concept of finding a focal point will also be covered. |
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Procedure: (type in 43 lines or less Using 3-5 colors of tissue paper (selected by students from an assortment of colors), apply tissue paper to the oaktag or matt board with a glue/water solution (half and half mixture). Students should be reminded about composition, size, shape, and overlapping of the colors. Pieces of the tissue paper should be cut or ripped, arranged non-objectively, and then secured. Once to this point, the project should be allowed to dry. White colored pencil, ebony pencil, and #2 pencil work can then be added to the piece. Again, it is important to emphasize simple pattern, value, and line while avoiding the addition of recognizable (i.e., objective) shapes. When completed, the students will participate in a critique session sharing their thoughts, responses, and judgments with the class. |
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Correctives: (enrichment activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less) Pair students so that those with strengths can help those who need extra attention. This will allow students to conference with others to share ideas and brainstorm. A simple cut-paper project featuring works of other non-objective artists like Ellsworth Kelly, Frank Stella, and Mark Rothko can be used to re-emphasize the principles and design elements. The techniques of the original lesson can be reinforced. |
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Extensions: (Additional activities for students who have met the standard at a proficient or advanced level): (type in 20 lines or less). Students working ahead can complete a simple cut paper project featuring works of other non-objective artists (see above). This activity will continue to emphasize the principles of art as well as the design elements and allow for the further development of the techniques from the original lesson. |
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Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less) Below Basic Student work shows no elements of
non-objective art. No focal point is evident and the
principles of design are non-existent. The project is
not completed. The student is unable to express thoughts
about their work of the work of Frankenthaler. Materials, equipment, and tools were used
improperly or not at all. Basic Student work shows some of the elements of
non-objective art. A focal point is easily recognized
and imitates the style of Frankenthaler. Some principles
of design are incorporated into a completed project. The student is able to express thoughts about
their and Frankenthaler's work to the class but is unable to
share their thoughts about the work of others to the class. Materials, equipment, and tools were used
properly. Proficient Student work uses the elements of non-objective art. One
focal point is apparent and used with other design
principles. The project is complete, well though-out, and
clearly follows the style of Frankenthaler. The student is able to express thoughts about their work,
Frankenthaler's work, and the work of others utilizing keywords
of the session. Materials etc. were used properly and with ease. Advanced Student work is clearly recognized as non-objective.
All elements of art and principles of design are found with
the focal point an overwhelming feature. The project is
extremely well thought-out and constructed in the style of
Frankenthaler. The student freely expresses thoughts about their work, the
work of others, and the work of Frankenthaler utilizing
keywords of the session. Materials etc. were used properly and with masterful skill.
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