rUnit Overview
Enduring Idea: Farm-to-Table
Unit: Exhibition design and creation of works to display
Rationale:
The theme of Farm-to-Table will serve as a framework motivating students to organize and develop artistic ideas and works. Students as artists and designers will experiment with forms, structures, concepts, and art-making approaches. Students will design an exhibition on the Farm-to-Table concepts, then make the artwork to be displayed in the show. The purpose of this unit is not only to convey meaning through an exhibition, but to also instill a sense of ownership in the student creation of the show. This unit serves to bridge students from a historically DBAE program into a more self-directed TAB style art studio.
Farm-to-table is a movement promoting locally grown food at restaurants and school cafeterias; it is sometimes celebrated as "knowing where your food comes from". The Farm-to-Table movement is a well-known concept to most adults, yet unfamiliar to many youngsters. This year, Farm-to-Table is a school-wide theme, and all students are learning about the Farm-to-Table movement across all core subject areas. This art unit will serve to reinforce learning and integrate knowledge from these core subject areas.
In this unit, student artists will design and create works to represent the Farm-to-Table movement – culminating in an interconnected exhibition, on display at the school. This unit will push students to become more independent and self-directed, facilitate collaboration with peers, and motivate students to take ownership in the development and execution of a show – all while demonstrating their learning of the Farm-to-Table theme.
Unit Objectives:
Students will brainstorm exhibition concepts, develop designs, create works, and display their works. The exhibition will be a big reveal to demonstrate student understanding of the school-wide-theme. The exhibit will be on display for their school peers and families.
Lesson 1:
DBAE Aesthetic development & criticism: Development of exhibition concept and design plan
In the first lesson, students prepare an overview of the Farm-to-Table exhibition. Coursework consists of thematic brainstorming and plan development, self-assigned directives for artwork creation, and discussion of tasks required to install the show. How will the objects be created and displayed? What will the objects be? Who will make each piece? As a group, students will develop the outline for the exhibition, as well as creating individualized plans on works of art they will create.
Lesson 2:
DBAE Formative exercise: Still Life in 2D, Design & preparation for final projects
In the second lesson, students will each create a still life using a wide selection of local fruits, fresh vegetables and tableware. Students will have their choice of media (pastels, watercolor, oil pastels, pen and ink, charcoal, etc.) from which to create their 2D still life imagery. These still lifes will strengthen student observational skills and serve to develop concepts of how they wish to convey their message to a viewer.
Lesson 3:
TAB Final Project & Display Exhibition
After the previous still life lesson, students will be prepared to take on a more independent role in creating an art project of their choice to be displayed in the Farm-to-Table show. In the final piece of this unit, students will develop their own “target goals” for the exhibition, work collaboratively to ensure they are meeting these goals and work independently on their works of art. In this self-directed lesson, student will have free choice of any media they wish to use, to execute the project they feel will best convey their message. Once art works have been completed, the students will work as a team to install the show themselves.
Farm-to-Table Unit, Lesson 1
Exhibition Development
Teacher: Joy Danila
Grade Level: 7th and 8th
NCAS Standards:
Artistic Process: Creating
Anchor Standard: 1 – Generate and conceptualize
artistic ideas and work
Performance Indicator: VA:Cr1.1.8a: Document early stages of the creative process visually and/or verbally in traditional media.
Artistic Process: Creating
Anchor Standard: 3 - Refine and complete artistic work
Performance Indicator: VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork.
Artistic Process: Presenting
Anchor Standard: 5 - Develop and refine artistic techniques and work for presentation.
Performance Indicator: VA:Pr5.1.7a: Based on criteria, analyze and evaluate methods for preparing and presenting art.
Artistic Process: Presenting
Anchor Standard: 6 - Convey meaning through the presentation of artistic work.
Performance Indicator: VA:Pr6.1.8a: Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
Artistic Process: Connecting
Anchor Standard: 10 – Synthesize and relate knowledge and personal experiences to make art.
Performance Indicator: VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
Project Summary and Learning Context:
Content: After a full school-year of learning about Farm-to-Table, the local food movement, and organic food systems – across all subject areas – students will fully develop an exhibition of artwork to convey their learning to others. This unit will simultaneously deepen student understanding integrated learning across all disciplines, as well as serving as a bridge into a more student-driven TAB style classroom. Students will work collaboratively to develop an exhibition message, within the confines of the theme, plan and organize the show, develop lists of works that they want to have on display, and create a schedule of works that each student will create, including a timeline of target deadlines they will aim for.
Approach: Working collaboratively, students will brainstorm a word-list of Farm-to-Table ideas and begin to develop imagery to convey a thematic message for the exhibition. Students will work independently to create thumbnail sketches in their journals and further develop this imagery. Moving to groups of four, students will collaborate on various media options and styles of artmaking to represent the imagery they have been developing. These will be shared with the entire class.
Students will use research previously developed (in core subject areas as they learned about the Farm-to-Table theme over the course of the year) and expand imagery to include food from farms, imagery of food hubs, farmers markets, grocery stores, what we eat, and where it comes from. Students will chose images that evoke the feelings they wish to bring into their own work and the overall exhibit. Students will analyze how they might convey their art to viewers, and the message they wish to send. Discussing with peers, they will derive an exhibition theme, overview, and concepts for display. Once students have developed solid concepts for their show, they will begin to self-assign projects and develop task-lists, calendar of goal dates and deadlines, further refine ideas for objects they wish to create for the show, collaborate to revise their ideas and narrow individual focus of who will make which pieces, and establish a list of materials. This will drive the studio centers for Lesson 3.
Media: Using a whiteboard, paper, pencils and student journals, the class will work together to brainstorm concepts, ideas and document words, images, and thoughts on the white board and in their sketchbooks. This serves as a class-wide collaborative brainstorming session.
Rationale: Students learn to self-direct, beginning with the end in mind, learn how to conceptualize, develop work, and plan for the installation of a complete exhibit.
Enduring Understanding(s):
Essential Question(s):
Learning Objectives:
Knowledge Objectives:
Students will (know) how to:
Students will (do):
Materials: Large whiteboard or smart board, paper and pencils at each table, student journals.
Resources:
Farm-to-Table materials that students researched and learned in core subject areas over the course of the year.
Sources of exhibition layouts found online, and videos online representing best practices in hanging displays.
Farm to Table Educational Program Video: https://youtu.be/A4_OjIX0tew
Vocabulary: Food hub, farmer’s market, organic, exhibition, collaboration.
Motivation:
Assessment:
Summative: Verbally assess class participation in brainstorming, peer to peer assessment in small groups.
Formative: Collection and review of student journals, verbal assessment of classroom discussion (loose critique), assessment of target goals and project development.
Farm-to-Table Unit, Lesson 2
Still Lifes
Teacher: Joy Danila
Grade Level: 7th and 8th
NCAS Standards:
Artistic Process: Creating
Anchor Standard: 3 – Refine and complete artistic work.
Performance Indicator: VA:Cr3.1.6a Reflect on whether personal artwork
conveys the intended meaning and revise accordingly.
Artistic Process: Creating
Anchor Standard: 3 – Refine and complete artistic work.
Performance Indicator: VA:Cr3.1.7a Reflect on and explain important information about personal artwork in an artist statement or another format.
Artistic Process: Creating
Anchor Standard: 3 – Refine and complete artistic work.
Performance Indicator: VA:Cr3.1.8a Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
Artistic Process: Connecting
Anchor Standard: 10 – Synthesize and relate knowledge and personal experiences to make art.
Performance Indicator: VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
Project Summary and Learning Context:
Content: Students will create a 2D still life in the medium of their choice, using Farm-to-Table props with the goal of communicating their unit theme to a viewer. Students will stop to reflect on their imagery and communicate in small groups and as a class, to address how they might revise their works to better communicate a concept.
Approach: Using still life, students will examine how to manipulate their imagery to best convey a message. Framing, perspective, line and proportion will be explored in this DBAE lesson.
Media: Gathering a selection of fresh, local fruit and vegetables with a mix of tableware, students will create individual still life arrangements and illustrate their displays independently.
Enduring Understandings:
Students will think deeply about the Farm-To-Table movement and what it means to them. Using the format of still life artwork, students will convey a message about Farm-To-Table to their audience through illustration and design.
Essential Questions:
Learning Objectives:
Knowledge Objectives:
Students will (know) how to:
Students will (do):
Materials: Pencils, erasers, pastels, paint, brushes, watercolor, acrylic, charcoal, pens, multiple paper options.
Resources:
Vocabulary: Still life, Still lifes (plural), revisions, revise, review, arrange, assemble, examine, tableware.
Motivation:
Assessment:
Formative: Group discussion with peers, teacher check-in with verbal feedback, multiple mid-process critiques.
Summative: Peer critique, self-reflection, rubric.
Farm-to-Table Unit, Lesson 3
Independent Project and Exhibition Installation
Teacher: Joy Danila
Grade Level: 7th and 8th
NCAS Standards:
Artistic Process: Creating
Anchor Standard: 2 – Organize and develop artistic ideas and work.
Performance Indicator: VA:Cr2.1.7a: Demonstrate persistence in
developing skills with various materials, methods, and approaches in
creating works of art or design.
Artistic Process: Creating
Anchor Standard: 2 – Organize and develop artistic ideas and work.
Performance Indicator: VA:Cr2.1.8a: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing.
Artistic Process: Presenting
Anchor Standard: 4 – Select, analyze, and interpret artistic work for presentation.
Performance Indicator: VA:Pr.4.1.8a: Develop and apply criteria for evaluating a collection of artwork for presentation.
Artistic Process: Presenting
Anchor Standard: 5 – Develop and refine artistic techniques and work for presentation.
Performance Indicator: VA:Pr.5.1.8a: Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.
Artistic Process: Connecting
Anchor Standard: 10 – Synthesize and relate knowledge and personal experiences to make art.
Performance Indicator: VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
Project Summary and Learning Context:
Content: Farm to Table can be portrayed through a variety of art forms and through multiple methods. Students will work in a TAB style to proactively work in a self-directed fashion. They will work independently at studio stations to create artwork of their own choosing for the show. Students will prepare goals and timelines to manage their time effectively and complete works in time for the exhibition. They will build on revisions and project development from Lesson 2 and create works based on brainstorming sessions from Lesson 1.
Approach: In this TAB style lesson, students will self-direct and work independently in a studio setting to create widely varied works for the exhibition. This lesson is tri-fold in unique opportunities and exposure. Students will learn best practices for sharing community studio space, they will become more independent and self-directed in their work, and learn how to prepare for and execute a successful exhibition.
Media: Mixed media will not be limited, and might include sculpture, illustration, painting, and more. Materials selected by individual students will determine supplies, studio setup, and materials list.
Enduring Understandings:
Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. Artists as presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects for presentation. Students will be gaining tools for working in a TAB studio setting and be more self-directed than they have been in the past.
Students will also need to remain mindful of the overall concept which unifies individual pieces into a cohesive theme; artworks and show must each effectively convey “Farm to Table” to viewers. Artists as curators consider a variety of factors and methods including evolving technologies when preparing and refining work for display. Students will gain understanding of how to convey meaning in their own works and working collaboratively with an overall message and theme for exhibition.
Essential Questions:
Learning Objectives:
Knowledge Objectives:
Students will (know) how to:
Students will (do):
Materials: Pencils, erasers, pastels, paint, brushes, watercolor, acrylic, charcoal, pens, multiple paper options, 3D materials for sculpture including foam core and cardboard, clay, paper-mache, hot glue guns, glue, duck tape, wire, wire cutters, gloves, eye goggles, thumb-tacks, sticky-hooks, string and yarn, clothes pins, woodshop access if necessary, more materials determined by student driven projects and supply lists.
Resources:
Vocabulary: Gallery, exhibit, exhibition, curate, curatorial, display, TAB, studio habits, student-driven, collaborative, messaging, studio habits, community studio space.
Motivation:
Introduction: Introduce best practices and discuss sharing community art studio space. Communicate rules, expectations, cleanup and what is anticipated.
Video: Show video on sharing open community spaces.
Demonstration: Demonstrate use of sketch journals to develop and refine their works. Demonstrate proper documentation of recording steps and progression of works from beginning to end.
Assessment:
Formative: Group discussion, verbal feedback, mini-critiques and peer-to-peer meetings.
Summative: Peer critique, self-reflection, rubric, 1:1 with teacher and student, final group discussion in exhibition prior to opening.
Enduring Idea: Farm-to-Table
Unit: Exhibition design and creation of works to display
Rationale:
The theme of Farm-to-Table will serve as a framework motivating students to organize and develop artistic ideas and works. Students as artists and designers will experiment with forms, structures, concepts, and art-making approaches. Students will design an exhibition on the Farm-to-Table concepts, then make the artwork to be displayed in the show. The purpose of this unit is not only to convey meaning through an exhibition, but to also instill a sense of ownership in the student creation of the show. This unit serves to bridge students from a historically DBAE program into a more self-directed TAB style art studio.
Farm-to-table is a movement promoting locally grown food at restaurants and school cafeterias; it is sometimes celebrated as "knowing where your food comes from". The Farm-to-Table movement is a well-known concept to most adults, yet unfamiliar to many youngsters. This year, Farm-to-Table is a school-wide theme, and all students are learning about the Farm-to-Table movement across all core subject areas. This art unit will serve to reinforce learning and integrate knowledge from these core subject areas.
In this unit, student artists will design and create works to represent the Farm-to-Table movement – culminating in an interconnected exhibition, on display at the school. This unit will push students to become more independent and self-directed, facilitate collaboration with peers, and motivate students to take ownership in the development and execution of a show – all while demonstrating their learning of the Farm-to-Table theme.
Unit Objectives:
Students will brainstorm exhibition concepts, develop designs, create works, and display their works. The exhibition will be a big reveal to demonstrate student understanding of the school-wide-theme. The exhibit will be on display for their school peers and families.
Lesson 1:
DBAE Aesthetic development & criticism: Development of exhibition concept and design plan
In the first lesson, students prepare an overview of the Farm-to-Table exhibition. Coursework consists of thematic brainstorming and plan development, self-assigned directives for artwork creation, and discussion of tasks required to install the show. How will the objects be created and displayed? What will the objects be? Who will make each piece? As a group, students will develop the outline for the exhibition, as well as creating individualized plans on works of art they will create.
Lesson 2:
DBAE Formative exercise: Still Life in 2D, Design & preparation for final projects
In the second lesson, students will each create a still life using a wide selection of local fruits, fresh vegetables and tableware. Students will have their choice of media (pastels, watercolor, oil pastels, pen and ink, charcoal, etc.) from which to create their 2D still life imagery. These still lifes will strengthen student observational skills and serve to develop concepts of how they wish to convey their message to a viewer.
Lesson 3:
TAB Final Project & Display Exhibition
After the previous still life lesson, students will be prepared to take on a more independent role in creating an art project of their choice to be displayed in the Farm-to-Table show. In the final piece of this unit, students will develop their own “target goals” for the exhibition, work collaboratively to ensure they are meeting these goals and work independently on their works of art. In this self-directed lesson, student will have free choice of any media they wish to use, to execute the project they feel will best convey their message. Once art works have been completed, the students will work as a team to install the show themselves.
Farm-to-Table Unit, Lesson 1
Exhibition Development
Teacher: Joy Danila
Grade Level: 7th and 8th
NCAS Standards:
Artistic Process: Creating
Anchor Standard: 1 – Generate and conceptualize
artistic ideas and work
Performance Indicator: VA:Cr1.1.8a: Document early stages of the creative process visually and/or verbally in traditional media.
Artistic Process: Creating
Anchor Standard: 3 - Refine and complete artistic work
Performance Indicator: VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork.
Artistic Process: Presenting
Anchor Standard: 5 - Develop and refine artistic techniques and work for presentation.
Performance Indicator: VA:Pr5.1.7a: Based on criteria, analyze and evaluate methods for preparing and presenting art.
Artistic Process: Presenting
Anchor Standard: 6 - Convey meaning through the presentation of artistic work.
Performance Indicator: VA:Pr6.1.8a: Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
Artistic Process: Connecting
Anchor Standard: 10 – Synthesize and relate knowledge and personal experiences to make art.
Performance Indicator: VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
Project Summary and Learning Context:
Content: After a full school-year of learning about Farm-to-Table, the local food movement, and organic food systems – across all subject areas – students will fully develop an exhibition of artwork to convey their learning to others. This unit will simultaneously deepen student understanding integrated learning across all disciplines, as well as serving as a bridge into a more student-driven TAB style classroom. Students will work collaboratively to develop an exhibition message, within the confines of the theme, plan and organize the show, develop lists of works that they want to have on display, and create a schedule of works that each student will create, including a timeline of target deadlines they will aim for.
Approach: Working collaboratively, students will brainstorm a word-list of Farm-to-Table ideas and begin to develop imagery to convey a thematic message for the exhibition. Students will work independently to create thumbnail sketches in their journals and further develop this imagery. Moving to groups of four, students will collaborate on various media options and styles of artmaking to represent the imagery they have been developing. These will be shared with the entire class.
Students will use research previously developed (in core subject areas as they learned about the Farm-to-Table theme over the course of the year) and expand imagery to include food from farms, imagery of food hubs, farmers markets, grocery stores, what we eat, and where it comes from. Students will chose images that evoke the feelings they wish to bring into their own work and the overall exhibit. Students will analyze how they might convey their art to viewers, and the message they wish to send. Discussing with peers, they will derive an exhibition theme, overview, and concepts for display. Once students have developed solid concepts for their show, they will begin to self-assign projects and develop task-lists, calendar of goal dates and deadlines, further refine ideas for objects they wish to create for the show, collaborate to revise their ideas and narrow individual focus of who will make which pieces, and establish a list of materials. This will drive the studio centers for Lesson 3.
Media: Using a whiteboard, paper, pencils and student journals, the class will work together to brainstorm concepts, ideas and document words, images, and thoughts on the white board and in their sketchbooks. This serves as a class-wide collaborative brainstorming session.
Rationale: Students learn to self-direct, beginning with the end in mind, learn how to conceptualize, develop work, and plan for the installation of a complete exhibit.
Enduring Understanding(s):
- Creativity and innovative thinking are essential life skills that can be developed.
- Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
- Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
- Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Essential Question(s):
- What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
- What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
- What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
- What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation, and understanding?
- How might an artist document their entire process – from developing, designing, planning, brainstorming, communicating message, making, revising, and displaying artwork in its final form, and presented?
Learning Objectives:
Knowledge Objectives:
Students will (know) how to:
- Think about exhibition concepts, and conceptualize plans for final exhibition.
- Discuss tasks for independent or collaborative projects.
- Identify materials needed, indicate project goals, timelines and methods.
- Formulate a plan for specific tasks.
Students will (do):
- Experiment with Farm to Table artwork concepts.
- Prepare exhibition plans and schedule assignments.
- Produce an interconnected plan with individual learning targets.
- Manage their tasks and take leadership roles in exhibition development.
- Document their process.
Materials: Large whiteboard or smart board, paper and pencils at each table, student journals.
Resources:
Farm-to-Table materials that students researched and learned in core subject areas over the course of the year.
Sources of exhibition layouts found online, and videos online representing best practices in hanging displays.
Farm to Table Educational Program Video: https://youtu.be/A4_OjIX0tew
Vocabulary: Food hub, farmer’s market, organic, exhibition, collaboration.
Motivation:
- Introduction: Introduction of lesson to explain requirements, learning goals and rubric.
- Video: Video of Farm to Table Education Program video
- Discussion: Class discussion on target audience for show and to collaboratively brainstorm free-association concepts on the Farm to Table theme.
Assessment:
Summative: Verbally assess class participation in brainstorming, peer to peer assessment in small groups.
Formative: Collection and review of student journals, verbal assessment of classroom discussion (loose critique), assessment of target goals and project development.
Farm-to-Table Unit, Lesson 2
Still Lifes
Teacher: Joy Danila
Grade Level: 7th and 8th
NCAS Standards:
Artistic Process: Creating
Anchor Standard: 3 – Refine and complete artistic work.
Performance Indicator: VA:Cr3.1.6a Reflect on whether personal artwork
conveys the intended meaning and revise accordingly.
Artistic Process: Creating
Anchor Standard: 3 – Refine and complete artistic work.
Performance Indicator: VA:Cr3.1.7a Reflect on and explain important information about personal artwork in an artist statement or another format.
Artistic Process: Creating
Anchor Standard: 3 – Refine and complete artistic work.
Performance Indicator: VA:Cr3.1.8a Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
Artistic Process: Connecting
Anchor Standard: 10 – Synthesize and relate knowledge and personal experiences to make art.
Performance Indicator: VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
Project Summary and Learning Context:
Content: Students will create a 2D still life in the medium of their choice, using Farm-to-Table props with the goal of communicating their unit theme to a viewer. Students will stop to reflect on their imagery and communicate in small groups and as a class, to address how they might revise their works to better communicate a concept.
Approach: Using still life, students will examine how to manipulate their imagery to best convey a message. Framing, perspective, line and proportion will be explored in this DBAE lesson.
Media: Gathering a selection of fresh, local fruit and vegetables with a mix of tableware, students will create individual still life arrangements and illustrate their displays independently.
Enduring Understandings:
Students will think deeply about the Farm-To-Table movement and what it means to them. Using the format of still life artwork, students will convey a message about Farm-To-Table to their audience through illustration and design.
Essential Questions:
- What role does persistence play in revisiting, refining, and developing work?
- How do artists grow and become accomplished in art forms?
- How does collaboratively reflecting on a work help us experience it more completely?
Learning Objectives:
Knowledge Objectives:
Students will (know) how to:
- Examine how Farm to Table can be represented through still life.
- Analyze how media choice lends itself to revisions, and recognize how artists might change media based on revisions.
- Relate Farm to Table message to still life composition.
- Observe advancement and refinement of composition arrangement over the course of multiple still lifes.
Students will (do):
- Create multiple still life works of art, demonstrating how still lifes improve and develop as they are revised.
- Work in various materials to develop their artwork as it progresses through revisions.
- Establish a series of still life works, in successive attempts to refine desired effect.
- Document their process.
- Identify key subject matter and communicate meaningful message.
- Recognize weak and strong elements in each other’s work, and in one’s own.
- Review and revise their own work, to make it more impactful, based on peer feedback.
Materials: Pencils, erasers, pastels, paint, brushes, watercolor, acrylic, charcoal, pens, multiple paper options.
Resources:
- Still life overview video https://youtu.be/Xie8oMlME44
- Video on how to create an impactful still life https://youtu.be/SHgraXM-DU8
Vocabulary: Still life, Still lifes (plural), revisions, revise, review, arrange, assemble, examine, tableware.
Motivation:
- Introduction: Introduce the concept of still-life and how artists organize objects into an inviting composition.
- Video: Show video about creating more powerful still life arrangements, using photography as a medium to share broad overviews of creating impactful still life representations without instilling preconceived ideas in the student’s mind. For example, media-specific tutorials demonstrating works in watercolor or acrylic may impact student choice of materials for their personal still life works. Choosing a motivational tool in a medium that is not an option for student work will help establish still life concepts without imparting preconceived notions of expected outcomes.
- Critique and Revise: After showing the videos and discussing key elements of how to achieve a strong still life image, students will discuss and critique each other’s imagery at various stages, as they progress through their project. Students will be motivated to improve and revise their works and through discussion, will learn which elements might be emphasized to make the message of their work more impactful.
Assessment:
Formative: Group discussion with peers, teacher check-in with verbal feedback, multiple mid-process critiques.
Summative: Peer critique, self-reflection, rubric.
Farm-to-Table Unit, Lesson 3
Independent Project and Exhibition Installation
Teacher: Joy Danila
Grade Level: 7th and 8th
NCAS Standards:
Artistic Process: Creating
Anchor Standard: 2 – Organize and develop artistic ideas and work.
Performance Indicator: VA:Cr2.1.7a: Demonstrate persistence in
developing skills with various materials, methods, and approaches in
creating works of art or design.
Artistic Process: Creating
Anchor Standard: 2 – Organize and develop artistic ideas and work.
Performance Indicator: VA:Cr2.1.8a: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing.
Artistic Process: Presenting
Anchor Standard: 4 – Select, analyze, and interpret artistic work for presentation.
Performance Indicator: VA:Pr.4.1.8a: Develop and apply criteria for evaluating a collection of artwork for presentation.
Artistic Process: Presenting
Anchor Standard: 5 – Develop and refine artistic techniques and work for presentation.
Performance Indicator: VA:Pr.5.1.8a: Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.
Artistic Process: Connecting
Anchor Standard: 10 – Synthesize and relate knowledge and personal experiences to make art.
Performance Indicator: VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
Project Summary and Learning Context:
Content: Farm to Table can be portrayed through a variety of art forms and through multiple methods. Students will work in a TAB style to proactively work in a self-directed fashion. They will work independently at studio stations to create artwork of their own choosing for the show. Students will prepare goals and timelines to manage their time effectively and complete works in time for the exhibition. They will build on revisions and project development from Lesson 2 and create works based on brainstorming sessions from Lesson 1.
Approach: In this TAB style lesson, students will self-direct and work independently in a studio setting to create widely varied works for the exhibition. This lesson is tri-fold in unique opportunities and exposure. Students will learn best practices for sharing community studio space, they will become more independent and self-directed in their work, and learn how to prepare for and execute a successful exhibition.
Media: Mixed media will not be limited, and might include sculpture, illustration, painting, and more. Materials selected by individual students will determine supplies, studio setup, and materials list.
Enduring Understandings:
Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. Artists as presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects for presentation. Students will be gaining tools for working in a TAB studio setting and be more self-directed than they have been in the past.
Students will also need to remain mindful of the overall concept which unifies individual pieces into a cohesive theme; artworks and show must each effectively convey “Farm to Table” to viewers. Artists as curators consider a variety of factors and methods including evolving technologies when preparing and refining work for display. Students will gain understanding of how to convey meaning in their own works and working collaboratively with an overall message and theme for exhibition.
Essential Questions:
- How do artists work?
- How do artists and designers determine whether a particular direction in their work is effective?
- How do artists and designers learn from trial and error?
- How does an artist document the process of brainstorming through final presentation?
- What criteria, methods, and processes are used to select work for presentation?
- How do people value objects and artworks for presentation?
- What methods and processes are considered when preparing artwork for presentation?
- How does refining artwork affect its meaning to the viewer?
- What criteria are considered when selecting work for presentation?
Learning Objectives:
Knowledge Objectives:
Students will (know) how to:
- Discuss Farm to Table movement, including sustainability, and localvore food systems.
- Reflect on the Farm to Table movement and organic foods.
- Understand how artists can use a message as a driver to create works of art.
- Appreciate that artists can sometimes begin with the end in mind.
Students will (do):
- Work independently on a self-directed project.
- Plan for supplies and manage timeframes to successfully meet deadlines.
- Experiment with various media to determine the best way to express a message.
- Collaboratively build works for the Farm-to-Table exhibition.
- Work as a team to install an exhibition.
- Document their process.
- Discuss meaning behind artwork or project, demonstrating understanding of how to convey the Farm-to-Table message to the viewers.
- Self-direct reviews and work with peers to gleen insight and develop stronger concepts.
- Implement and execute self-directed assignments.
- Identify, analyze, and discuss the exhibition layout and best practices for installation of works.
- Self-assign tasks for the installation of exhibit.
Materials: Pencils, erasers, pastels, paint, brushes, watercolor, acrylic, charcoal, pens, multiple paper options, 3D materials for sculpture including foam core and cardboard, clay, paper-mache, hot glue guns, glue, duck tape, wire, wire cutters, gloves, eye goggles, thumb-tacks, sticky-hooks, string and yarn, clothes pins, woodshop access if necessary, more materials determined by student driven projects and supply lists.
Resources:
- Overview of sharing community art studio space, best practices, 8 habits and how to:
- Douglas, K. M., & Jaquith, D. B. (2009). Engaging learners through artmaking: choice-based art education in the classroom. New York, NY: Teachers College Press.
- Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio Thinking 2 The Real Benefits of Visual Arts Education. New York: Teachers College Press.
- https://youtu.be/X-bNST7_2Hc - Studio Habits of Mind video
Vocabulary: Gallery, exhibit, exhibition, curate, curatorial, display, TAB, studio habits, student-driven, collaborative, messaging, studio habits, community studio space.
Motivation:
Introduction: Introduce best practices and discuss sharing community art studio space. Communicate rules, expectations, cleanup and what is anticipated.
Video: Show video on sharing open community spaces.
Demonstration: Demonstrate use of sketch journals to develop and refine their works. Demonstrate proper documentation of recording steps and progression of works from beginning to end.
Assessment:
Formative: Group discussion, verbal feedback, mini-critiques and peer-to-peer meetings.
Summative: Peer critique, self-reflection, rubric, 1:1 with teacher and student, final group discussion in exhibition prior to opening.
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