Ink and Marker Hands Collage

Teacher: Lotte Petricone Felix Festa Middle School
West Nyack, NY.
Activity/Unit: Hands Collage
Grade: 7

 

Rationale for Teaching Lesson:

Creation of a collage integrating a variety of texture and textile images with drawing from observation and drawn visual textures. Personal Identity or patterns in nature. Students could collect images from magazines to express "self" or patterns in nature.

 

Lesson Objectives:

1. Internet research of textiles from a variety of cultures
2. Draw from observation – hand holding ribbon or other symbolic object
3. Create visual textures
4. Integrate textile images into a collage with visual textures

 

      
Click images to see larger views

Lesson Procedures:
1. Compare and contrast hands in art and what they communicate
2. Blind contour drawing – practice!
3. Computer Lab – Internet search for textile images – save to E:// (or any folder or hard drive)
4. Discussion of printed images and similarities and differences between the cultures
5. Demo drawing of hand holding the ribbon or other object – "ribbon that ties us together"
6. Demo various shading techniques – crosshatching, stippling,
7. Demo dividing the negative space into minimum of 3 different texture patterns, use of printed textiles to arrange composition: Contrast, Variety
8. Complete collage by adding Construction Paper – discuss Unity
9. Extend lines of drawing to edges of collage

(See more on Ms. Petricone's website)

 

Materials

• White Drawing Paper

• Black Sharpie Fine Point Markers and Ultra-Fine Point Markers

• Fadeless Colored Construction Paper

• Drawing Pencils

• Old magazines and/or photos

• Ribbon or pictures of ribbon

• Rubber Cement or White Glue

• Crow Quill Pens and India ink
  

Segment 1: SWBAT Compare and contrast hands in art and what they communicate
Do Now: Write down what is important to remember in a class discussion about art
Teaching Style:
Guided Practice – discussion of art of hands with a PP presentation focusing on the communication in the position and objects holding
Assessment Method: Verbal – What are some different things that hands can communicate in art?

 

Segment 2: SWBAT Blind contour drawing – practice!
Do Now:
1. Write down 2 ways hands can communicate in art
2. Write down what you think it means to "draw what you see, not what you think you see."
Teaching Style:
Guided Practice - Review art discussion, demo of blind contour drawing.
IND Practice – Students create several blind contour drawings, and draw with opposite hands
Assessment Method: Verbal – what happens when you draw

 

Segment 3: SWBAT search for textile images on the Internet through Ms. Petricone’s website.
Do Now: Log on, go to Internet, FFMS > Art Dept > Ms. Petricone’s website.
Teaching Style:
Guided Practice – Intro to lesson via Internet, give instructions on how to save to E:// so they can be printed.
Ind. Practice – Students do WebQuest
Assessment Method: Share findings

 

Segment 4: SWBAT create a drawing of hand holding the ribbon or other object – "ribbon that ties us together"
Do Now: Describe the procedure to draw "what you see, not what you think you see"
Teaching Style: Review blind contour drawing. Demo drawing hand from observation.
Assessment Method: Sharing of drawing experience

 

Segment 5: SWBAT discuss the printed images and similarities and differences between the cultures they are from.
Do Now: Write down one thing you found in common about the images you saved, and one thing that was different
Teaching Style:
Guided Practice – Share images and thoughts on differences/similarities. If time, demo from next segment!
Assessment Method: Review similarities and differences and how they are communicating in their art using them...

 

Segment 6: SWBAT begin to add various shading techniques to the drawing – crosshatching, stippling
Do Now: Define Value. Describe some ways to create value using Crow Quill Pens and India ink.
Teaching Style:
Guided Practice – Demo various ways to create textures & value with pen & ink: stippling, crosshatching, lines spaced in different ways
Ind. Practice – Students create textures and values with various techniques
Assessment Method: Share responses to using various techniques

 

Segment 7:SWBAT divide the negative space into minimum of 3 different texture patterns, use of printed textiles to arrange composition: Contrast, Variety
Do Now: Define Contrast & Variety
Teaching Style:
Guided Practice - Add min. of three textiles in negative space around hand in composition – discuss Contrast, Variety
Ind. Practice – Students add the textiles
Assessment Method: Verbal Define Contrast & Variety

Segment 8: SWBAT complete collage by adding fadeless color paper – discuss Unity
Do Now: Define Unity
Teaching Style:
Guided Practice – Demo adding fadeless color paper to unify the collage
Ind Practice – Students add color paper to unify the collage
Assessment Method: Review Unity

 

Segment 9: SWBAT extend lines of drawing to edges of collage
Do Now: What do you need to do to UNIFY the collage?
Teaching Style: demo extending lines to edges where necessary to unify the collage
Ind Practice – Using Sharpie Fine Point Markers, extend lines
Assessment Method: Share collages

Segment 9 Reflection
Prepare a series of question for students focusing on objectives. Students will answer the question while evaluating their own art.
Alternate approach to this lesson:
Personal Identity.
Students would find images in magazines that relate to them/their interests. The images would be collaged around the hand and the textures and patterns continued on the hand drawing. Drawing would also include inventive textures and textures from nature

 

New York State Learning Standards:

Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts and participate in various roles in the arts.
Standard 2: Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.
Standard 3: Students will respond critically to a variety of works in the arts, connecting the individual to other works and to respond to other aspects of human endeavor and thought.
Standard 4: Students will develop and understanding of the personal and cultural force that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

 

How the Standards are addressed in this lesson:
#1 Creation of hand collage, integrating drawn visual textures and textile images
#2 Internet search for textile images in computer lab
#3 Compare and contrast textiles from various cultures, and hands from different times in history and what they can communicate
#4 Compare and contrast individual use of textiles and drawing to communicate in a work of art.

Assessment Rubric:

Rubric for 7th Grade Hands Collage

 

Name:                                      Homeroom:           

 

Hands Drawing Grade              

 

Excellent 20	Good 17	Adequate 15	Unsatisfactory D13	Score:
The hand has been drawn very carefully from observation, and the artist was clearly "drawing what she sees, not what she thinks she sees" – there are lots of details
The gesture of the hand communicates very clearly the IDEA the artist is trying to communicate – it has obviously been thought about
The drawing has at least five textures drawn in the negative Space around the hand, using a Variety of Lines
The drawing of the hand has at least 4 Values drawn in the hand itself, using a Variety of Lines
The hand and background Textures have been very carefully and neatly inked

 

Hands Collage Grade

 

Excellent 20	Good 17	Adequate 15	Unsatisfactory D13	Score:
The background includes at least 4 very clear Textures printed from computer images that are very clearly related to the idea
The background includes at least 3 drawn Textures that help bring Unity to the collage
The hand has been continued to the edges of the collage

 

Written Work Grade

 

Excellent 50	Good 43	Adequate 38	Unsatisfactory 34
The artist has completed 2 thoughtful, honest, clearly written and typed Artist Statement with no spelling or grammar mistakes, and the organizer was used.	The artist has completed 2 somewhat thoughtful, honest and typed written Artist, but the writing could have been expanded somewhat or there are some spelling/grammar mistakes.	The artist has handed in  a written Artist Statement, and/or it is not very thoughtful, or not typed, with several spelling/grammar mistakes.	The artist has not handed in a written Artist Statement, or it is clearly not complete, thoughtful, or not typed and not legible, with many spelling/grammar mistakes.
The Do Nows have been neatly completed every day with correct answers, and no reminders	The Do Nows have been neatly completed every day with almost all correct answers, and almost no reminders	The Do Nows have been neatly completed almost every day with several incorrect answers, and/or a few reminders	The Do Nows have NOT been neatly completed almost every day and/or mostly incorrect answers, and/or frequent reminders

 

Nationals Standards

 

1. Understanding and applying media, techniques, and processes	2. Using knowledge of structures and functions	3. Choosing and evaluating a range of subject matter, symbols, and ideas	4. Understanding the visual arts in relation to history and cultures	5. Reflecting upon and assessing the characteristics and merits of their work and the work of others	6. Making connections between visual arts and other disciplines
Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices	Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas	Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks	Students know and compare the characteristics of artworks in various eras and cultures	Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry	Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas		Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks	Students describe and place a variety of art objects in historical and cultural contexts
			Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art